Download Handbook of Child Psychology, Vol. 4: Child Psychology in by William Damon, Richard M. Lerner, K. Ann Renninger, Irving PDF
By William Damon, Richard M. Lerner, K. Ann Renninger, Irving E. Sigel
A part of the authoritative four-volume reference that spans the full box of kid improvement and has set the normal opposed to which all different scholarly references are in comparison. up to date and revised to mirror the hot advancements within the box, the guide of kid Psychology, 6th version includes new chapters on such issues as spirituality, social figuring out, and non-verbal communication.Volume four: baby Psychology in perform, edited through okay. Ann Renninger, Swarthmore collage, and Irving E. Sigel, academic checking out provider, covers baby psychology in medical and academic perform. New issues addressed comprise academic evaluation and evaluate, personality schooling, studying disabilities, psychological retardation, media and pop culture, kid's future health and parenting.
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Additional resources for Handbook of Child Psychology, Vol. 4: Child Psychology in Practice, 6th Edition
Example text
For example, a group of eight research centers, funded in 2003 as part of the Interagency Early Childhood Research Initiative, aims to answer an overarching question: Which early childhood programs, and combination of program components and interactions with adults and peers, are effective or ineffective in promoting early learning and development, for which children, and under which conditions? Projects include an evaluation of an enhanced Head Start curriculum that places emphasis on both evidence-based literacy practices and social and emotional competence, and a study comparing different versions of an intervention to decrease behavior problems and thereby promote school readiness, using teacher Some Developmental Essentials for High-Quality Early Childhood Education professional development, the presence of teachers’ aides, and access to mental health professionals.
This shift is consistent with national trends in Head Start and with evidence that the “dosage” of interventions must be adequate to produce results (McCall, Larsen, & Ingram, 2003; S. L. Ramey & Ramey, 1992). Down the hall from Linda Sims’s Head Start class is another classroom for 4-year-olds, also using the Tools of the Mind model. This classroom is part of the state prekindergarten sys- tem. Maryland, where this school is located, is one of at least 38 states investing some resources in this form of early intervention (Barnett, Hustedt, Robin, & Schulman, 2004).
All of the children in this Head Start class live in poverty. Four of the children are living in homeless shelters and several others have par- ents who are in substance abuse treatment programs. Two children have Autism and three have speech and language disabilities. Four of the children speak a language other than English at home. The authors of this chapter express sincere appreciation to Elena Bodrova and Deborah Leong for their frank and generous discussions of the Tools of the Mind curriculum; to the Tools of the Mind teachers in Maryland and New Jersey, who allowed us to visit their classrooms; to reviewers Linda Espinosa and James Johnson, and to Martha Bronson and Susanne Denham, for their helpful comments on an earlier draft of this chapter; and to supportive staff and colleagues at the National Association for the Education of Young Children and the Educational Testing Service.