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Author: Rochel GELMAN Publisher: Harvard University Press ISBN: 0674037537 Category : Psychology Languages : en Pages : 278
Book Description
The authors report the results of some half dozen years of research into when and how children acquire numerical skills. They provide a new set of answers to these questions, and overturn much of the traditional wisdom on the subject. Table of Contents: 1. Focus on the Preschooler 2. Training Studies Reconsidered 3. More Capacity Than Meets the Eye: Direct Evidence 4. Number Concepts in the Preschooler? 5. What Numerosities Can the Young Child Represent? 6. How Do Young Children Obtain Their Representations of Numerosity? 7. The Counting Model 8. The Development of the How-To-Count Principles 9. The Abstraction and Order-Irrelevance Counting Principles 10. Reasoning about Number 11. Formal Arithmetic and the Young Child's Understanding of Number 12. What Develops and How Conclusions References Index Reviews of this book: The publication of this book may mark a sea change in the way that we think about cognitive development. For the past two decades, the emphasis has been on young children's limitations... Now a new trend is emerging: to challenge the original assumption of young children's cognitive incapacity. The Child's Understanding of Number represents the most original and provocative manifestation to date of this new trend. --Contemporary Psychology Reviews of this book: Here at last is the book we have been waiting for, or at any rate known we needed, on the young child and number. The authors are at once sophisticated in their own understanding of number and rich in psychological intuition. They present a wealth of good experiments to support and guide their intuitions. And all is told in so simple and unalarming a manner that even the most pusillanimous will be able to read with enjoyment. --Canadian Journal of Psychology
Author: Rochel GELMAN Publisher: Harvard University Press ISBN: 0674037537 Category : Psychology Languages : en Pages : 278
Book Description
The authors report the results of some half dozen years of research into when and how children acquire numerical skills. They provide a new set of answers to these questions, and overturn much of the traditional wisdom on the subject. Table of Contents: 1. Focus on the Preschooler 2. Training Studies Reconsidered 3. More Capacity Than Meets the Eye: Direct Evidence 4. Number Concepts in the Preschooler? 5. What Numerosities Can the Young Child Represent? 6. How Do Young Children Obtain Their Representations of Numerosity? 7. The Counting Model 8. The Development of the How-To-Count Principles 9. The Abstraction and Order-Irrelevance Counting Principles 10. Reasoning about Number 11. Formal Arithmetic and the Young Child's Understanding of Number 12. What Develops and How Conclusions References Index Reviews of this book: The publication of this book may mark a sea change in the way that we think about cognitive development. For the past two decades, the emphasis has been on young children's limitations... Now a new trend is emerging: to challenge the original assumption of young children's cognitive incapacity. The Child's Understanding of Number represents the most original and provocative manifestation to date of this new trend. --Contemporary Psychology Reviews of this book: Here at last is the book we have been waiting for, or at any rate known we needed, on the young child and number. The authors are at once sophisticated in their own understanding of number and rich in psychological intuition. They present a wealth of good experiments to support and guide their intuitions. And all is told in so simple and unalarming a manner that even the most pusillanimous will be able to read with enjoyment. --Canadian Journal of Psychology
Author: Rochel Gelman Publisher: Harvard University Press ISBN: 9780674116375 Category : Education Languages : en Pages : 284
Book Description
The authors report the results of some half dozen years of research into when and how children acquire numerical skills. They provide a new set of answers to these questions, and overturn much of the traditional wisdom on the subject.
Author: Karen C. Fuson Publisher: Springer Science & Business Media ISBN: 1461237548 Category : Psychology Languages : en Pages : 448
Book Description
For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in developmental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholary books to be devoted to work in cognitive development is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Volumes in the Progress sequence are strongly thematic, in that each is limited to some well-defined domain of cognitive developmental research (e. g. , logical and mathematical development, semantic development). All Progress volumes are edited collections. Editors of such books, upon consultation with the Series Editor, may elect to have their works published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors will be published as separate volumes within the series. is being used in the selec A fairly broad definition of cognitive development tion of books for this series.
Author: National Research Council Publisher: National Academies Press ISBN: 0309324882 Category : Social Science Languages : en Pages : 587
Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Leslie P. Steffe Publisher: Springer Science & Business Media ISBN: 144190591X Category : Education Languages : en Pages : 379
Book Description
Children’s Fractional Knowledge elegantly tracks the construction of knowledge, both by children learning new methods of reasoning and by the researchers studying their methods. The book challenges the widely held belief that children’s whole number knowledge is a distraction from their learning of fractions by positing that their fractional learning involves reorganizing—not simply using or building upon—their whole number knowledge. This hypothesis is explained in detail using examples of actual grade-schoolers approaching problems in fractions including the schemes they construct to relate parts to a whole, to produce a fraction as a multiple of a unit part, to transform a fraction into a commensurate fraction, or to combine two fractions multiplicatively or additively. These case studies provide a singular journey into children’s mathematics experience, which often varies greatly from that of adults. Moreover, the authors’ descriptive terms reflect children’s quantitative operations, as opposed to adult mathematical phrases rooted in concepts that do not reflect—and which in the classroom may even suppress—youngsters’ learning experiences. Highlights of the coverage: Toward a formulation of a mathematics of living instead of being Operations that produce numerical counting schemes Case studies: children’s part-whole, partitive, iterative, and other fraction schemes Using the generalized number sequence to produce fraction schemes Redefining school mathematics This fresh perspective is of immediate importance to researchers in mathematics education. With the up-close lens onto mathematical development found in Children’s Fractional Knowledge, readers can work toward creating more effective methods for improving young learners’ quantitative reasoning skills.
Author: Terezinha Nunes Publisher: Routledge ISBN: 9780367211707 Category : Mathematics Languages : en Pages : 172
Book Description
Using Mathematics to Understand the World offers fundamental insight into how mathematics permeates our lives as a way of representing and thinking about the world.
Author: Thomas P. Carpenter Publisher: Heinemann Educational Books ISBN: 9780325052878 Category : Education Languages : en Pages : 0
Book Description
With a focus on children's mathematical thinking, this second edition adds new material on the mathematical principles underlying children's strategies, a new online video that illustrates student teacher interaction, and examines the relationship between CGI and the Common Core State Standards for Mathematics.
Author: Danielle Dick, Ph.D. Publisher: Penguin ISBN: 0593192257 Category : Family & Relationships Languages : en Pages : 273
Book Description
A provocative, science-based approach to parenting centered on a child’s unique genetic “code,” from an award-winning developmental psychology professor and researcher. With few exceptions, parenting books, websites, and podcasts emphasize the critical role of the parent in shaping a child’s destiny. But the obsession with parenting ignores a fundamental biological fact: that genetics affect every aspect of human behavior, and every child is uniquely “coded” with predispositions that affect everything from fearfulness, to impulsivity, to happiness. In The Child Code, award-winning professor Dr. Danielle Dick draws from her research in developmental behavior genetics to debunk the myth that parenting techniques alone can determine a child’s behavior and future. Dr. Dick introduces readers to the 3 E’s that underlie each child’s unique predisposition—extraversion (Ex), emotionality (Em), and effortful control (Ef)—and shows that, in fact, the key to raising successful adults isn’t to try harder to mold them, but to adapt your parenting strategies to the way they are wired. This powerful and fresh approach not only diminishes friction and stress in families, but sets children up for true, authentic success in life. Each chapter unpacks the science behind this unique approach, and provides practical, individualized strategies for parents to support their child’s strengths and to help them navigate their challenges. Reassuring, with real takeaways, The Child Code offers parents an inspiring message: Their biggest job is to help their children become who they were literally born to be.
Author: Rochel GELMAN
Author: Rochel GELMAN
Author: Rochel Gelman
Author: Karen C. Fuson
Author: Kelly Bruks
Author: National Research Council
Author: Leslie P. Steffe
Author: Brian Butterworth
Author: Terezinha Nunes
Author: Thomas P. Carpenter
Author: Danielle Dick, Ph.D.