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Author: Nathan Kogan Publisher: Psychology Press ISBN: 1134455720 Category : Psychology Languages : en Pages : 182
Book Description
Originally published in 1976, here is a comprehensive account of the role of cognitive styles in early childhood. The author considers the possible precursors of these styles in infancy, and offers a new classification scheme that helps to clarify the relation of cognitive styles to ability and intelligence. In separate chapters, field independence–dependence, reflection–impulsivity, breadth of categorization, and styles of conceptualization are examined, along with a chapter on the interrelationships between these styles. The final chapter integrates and critically summarizes the significance of cognitive styles during the early years of life. Throughout the volume the author attempts to link cognitive styles with other theoretical constructs (for example, unilinear versus multilinear models of development, Inhelder and Piaget’s studies of classification stages), and finally, the author advances a set of seven conclusions to reflect the contemporary state of knowledge in regard to the character and function of cognitive styles during the early years of life. This volume provides information about the beginnings of cognitive styles in infancy and the course of their development in preschool years. Research is examined both from the viewpoint of developmental change and individual differences among children. The role of sex differences in cognitive styles is thoroughly examined, and, contrary to earlier claims of ‘no difference’, the author convincingly demonstrates that females manifest clear-cut superiority across a wide band of cognitive functions during the pre-school years.
Author: Nathan Kogan Publisher: Psychology Press ISBN: 1134455720 Category : Psychology Languages : en Pages : 182
Book Description
Originally published in 1976, here is a comprehensive account of the role of cognitive styles in early childhood. The author considers the possible precursors of these styles in infancy, and offers a new classification scheme that helps to clarify the relation of cognitive styles to ability and intelligence. In separate chapters, field independence–dependence, reflection–impulsivity, breadth of categorization, and styles of conceptualization are examined, along with a chapter on the interrelationships between these styles. The final chapter integrates and critically summarizes the significance of cognitive styles during the early years of life. Throughout the volume the author attempts to link cognitive styles with other theoretical constructs (for example, unilinear versus multilinear models of development, Inhelder and Piaget’s studies of classification stages), and finally, the author advances a set of seven conclusions to reflect the contemporary state of knowledge in regard to the character and function of cognitive styles during the early years of life. This volume provides information about the beginnings of cognitive styles in infancy and the course of their development in preschool years. Research is examined both from the viewpoint of developmental change and individual differences among children. The role of sex differences in cognitive styles is thoroughly examined, and, contrary to earlier claims of ‘no difference’, the author convincingly demonstrates that females manifest clear-cut superiority across a wide band of cognitive functions during the pre-school years.
Author: Olivia N. Saracho Publisher: Routledge ISBN: 1351808222 Category : Education Languages : en Pages : 246
Book Description
Cognitive style, a psychological construct, characterizes individual differences in styles of perceiving, remembering, thinking and judging. Originally published in 1990, this volume explores important findings emerging from contemporary research on cognitive style in young children and the implications for classroom practice at the time. Suggestions are provided for using knowledge of cognitive style in classroom settings to match learning tasks to cognitive style and to develop cognitive flexibility. Educators can use knowledge of young children’s and teachers’ cognitive styles to improve the quality of education and educational opportunities for all children.
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: Olivia N. Saracho Publisher: Praeger ISBN: 0897894863 Category : Education Languages : en Pages : 0
Book Description
Some educators feel that children's cognitive styles should be taken into account when learning activities are planned for them. The term cognitive styles refers to one's personal style, and describes an individual's mode of understanding, thinking, remembering, judging, and solving problems; in short, how he or she responds to and makes sense of the world. Assessing this functioning makes more sense than relying on a simple score on a standardized intelligence test. Teachers need to be aware of recent cognitive style research and learn to use the results of this research to plan effective educational programs. This book presents historical perspectives, suggests practical classroom applications, and provides implications for future research.
Author: Jeffry A. Simpson Publisher: Guilford Publications ISBN: 1462518737 Category : Psychology Languages : en Pages : 465
Book Description
This volume showcases the latest theoretical and empirical work from some of the top scholars in attachment. Extending classic themes and describing important new applications, the book examines several ways in which attachment processes help explain how people think, feel, and behave in different situations and at different stages in the life cycle. Topics include the effects of early experiences on adult relationships; new developments in neuroscience and genetics; attachment orientations and parenting; connections between attachment and psychopathology, as well as health outcomes; and the relationship of attachment theory and processes to clinical interventions.
Author: United States. National Education Goals Panel. Goal 1 Technical Planning Group Publisher: ISBN: Category : Education Languages : en Pages : 68
Book Description
In 1990, the National Education Goals were established by the President and the 50 state governors. Great attention has been given to Goal 1, dubbed the "readiness" goal: By the year 2000, all children in America will start school ready to learn. The Goal 1 Resource Technical Planning Groups were asked to suggest ways in which Goal 1 could be measured. The purpose of this document is to further amplify the dimensions of early learning and development used by the National Educational Goals Panel to measure progress toward Goal 1. The following five dimensions are discussed: (1) "Physical Well-Being and Motor Development"; (2) "Social and Emotional Development," serving as the foundation for relationships which give meaning to school experience; (3) "Approaches toward Learning," referring to the inclinations, dispositions, or styles that reflect ways children become involved with learning; (4) "Language Development"; and (5) "Cognition and General Knowledge." For each of the dimensions, a rationale; general definition; the relationship to individual, cultural, and contextual variation; and a summary are given. The report concludes with a discussion of underlying issues, implications, and action steps. (Contains 83 references.) (BGC)
Author: Mary D. Salter Ainsworth Publisher: Psychology Press ISBN: 1135016178 Category : Psychology Languages : en Pages : 514
Book Description
Ethological attachment theory is a landmark of 20th century social and behavioral sciences theory and research. This new paradigm for understanding primary relationships across the lifespan evolved from John Bowlby’s critique of psychoanalytic drive theory and his own clinical observations, supplemented by his knowledge of fields as diverse as primate ethology, control systems theory, and cognitive psychology. By the time he had written the first volume of his classic Attachment and Loss trilogy, Mary D. Salter Ainsworth’s naturalistic observations in Uganda and Baltimore, and her theoretical and descriptive insights about maternal care and the secure base phenomenon had become integral to attachment theory. Patterns of Attachment reports the methods and key results of Ainsworth’s landmark Baltimore Longitudinal Study. Following upon her naturalistic home observations in Uganda, the Baltimore project yielded a wealth of enduring, benchmark results on the nature of the child’s tie to its primary caregiver and the importance of early experience. It also addressed a wide range of conceptual and methodological issues common to many developmental and longitudinal projects, especially issues of age appropriate assessment, quantifying behavior, and comprehending individual differences. In addition, Ainsworth and her students broke new ground, clarifying and defining new concepts, demonstrating the value of the ethological methods and insights about behavior. Today, as we enter the fourth generation of attachment study, we have a rich and growing catalogue of behavioral and narrative approaches to measuring attachment from infancy to adulthood. Each of them has roots in the Strange Situation and the secure base concept presented in Patterns of Attachment. It inclusion in the Psychology Press Classic Editions series reflects Patterns of Attachment’s continuing significance and insures its availability to new generations of students, researchers, and clinicians.
Author: Janette B. Benson Publisher: Academic Press ISBN: 0123785758 Category : Psychology Languages : en Pages : 571
Book Description
Research is increasingly showing the effects of family, school, and culture on the social, emotional and personality development of children. Much of this research concentrates on grade school and above, but the most profound effects may occur much earlier, in the 0-3 age range. This volume consists of focused articles from the authoritative Encyclopedia of Infant and Early Childhood Development that specifically address this topic and collates research in this area in a way that isn't readily available in the existent literature, covering such areas as adoption, attachment, birth order, effects of day care, discipline and compliance, divorce, emotion regulation, family influences, preschool, routines, separation anxiety, shyness, socialization, effects of television, etc. This one volume reference provides an essential, affordable reference for researchers, graduate students and clinicians interested in social psychology and personality, as well as those involved with cultural psychology and developmental psychology. - Presents literature on influences of families, school, and culture in one source saving users time searching for relevant related topics in multiple places and literatures in order to fully understand any one area - Focused content on age 0-3- save time searching for and wading through lit on full age range for developmentally relevant info - Concise, understandable, and authoritative for immediate applicability in research
Author: Nathan Kogan
Author: Nathan Kogan
Author: Nathan Kogan
Author: Nancy Kogan
Author: Olivia N. Saracho
Author: National Research Council
Author: Olivia N. Saracho
Author: Jeffry A. Simpson
Author: United States. National Education Goals Panel. Goal 1 Technical Planning Group
Author: Mary D. Salter Ainsworth
Author: Janette B. Benson