Thinking Developmentally from Constructivism to Neuroconstructivism PDF Download

Author: Annette Karmiloff-Smith
Publisher: Routledge
ISBN: 1315516675
Category : Psychology
Languages : en
Pages : 314

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Book Description
In the World Library of Psychologists series, international experts present career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, and their major practical theoretical contributions. This influential volume of papers, chosen by Professor Annette Karmiloff-Smith before she passed away, recognises her major contribution to the field of developmental psychology. Published over a 40-year period, the papers included here address the major themes that permeate through Annette’s work: from typical to atypical development, genetics and computation modelling approaches, and neuroimaging of the developing brain. A newly written introduction by Michael S. C. Thomas and Mark H. Johnson gives an overview of her research journey and contextualises her selection of papers in relation to changes in the field over time. Thinking Developmentally from Constructivism to Neuroconstructivism: Selected Works of Annette Karmiloff-Smith is of great interest to researchers and postgraduates in child development specialising in atypical development, developmental disorders, and developmental neuroscience. It also has appeal to clinical neuropsychologists and rehabilitation professionals.

Author: Andrew S. Garner
Publisher:
ISBN: 9781610021524
Category : Child development
Languages : en
Pages : 0

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Book Description
Thinking Developmentally presents a clinical framework for understanding the impact of toxic stress and both adverse and affiliative childhood experiences on development and lifelong health, including adult-manifest diseases.

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587

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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: Allan Wigfield
Publisher: Academic Press
ISBN: 0127500537
Category : Education
Languages : en
Pages : 386

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Book Description
This book discusses research and theory on how motivation changes as children progress through school, gender differences in motivation, and motivational differences as an aspect of ethnicity. Motivation is discussed within the context of school achievement as well as athletic and musical performance. Key Features * Coverage of the major theories and constructs in the motivation field * Focus on developmental issues across the elementary and secondary school period * Discussion of instructional and theoretical issues regarding motivation * Consideration of gender and ethnic differences in motivation

Author: Franklin Watkins
Publisher: AuthorHouse
ISBN: 1456717308
Category : Self-Help
Languages : en
Pages : 135

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Book Description
Much of the popular literature about depression, anxiety and stress says that these conditions are so complicated that we need experts to explain them to us. Some writers say they are diseases; we need medical experts to understand them. Some say they are “disorders” so that, in addition to medical experts we need behavioral experts to tell us how our brain works. Others say we need master teachers to explain the universal truths of Eastern religion before we can fully understand our troubling feelings. Is it really true that our feelings are so complicated that we must rely on scientists and philosophers to explain them to us? This workbook gives a clear answer: NO. “The Thinking, Doing and Believing Workbook” views depression, anxiety and stress as normal human feelings. The problem is not that we have these feelings, it is that we neglect the messages they convey. When we neglect them they disrupt our daily functioning and, if we persist in neglecting them, they can ruin the quality of our lives. The Developmental Approach presented in this workbook notes the many ways we actively contribute to our depressive, anxious and stressful feelings. This is important because if we participate in becoming distressed then we have the option of changing our behavior and replacing dysfunctional habits with more functional ones. This workbook is a map. If you use it, it may: • Help you understand what you have experienced and prepare you for what to expect. • Suggest skills you might want to use as you travel through strange terrain. • Find more creative ways to describe your emotional surroundings. • Orient you to the present moment. • Provide glimpses of recovery so that you will recognize it when you make progress along your way.

Author: Johnny Saldana
Publisher: SAGE Publications
ISBN: 1483349829
Category : Social Science
Languages : en
Pages : 280

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Book Description
Written in Johnny Saldaña′s elegant and accessible style, Thinking Qualitatively: Methods of Mind boldly pursues the challenge of teaching students not just how to collect and analyze data, but how to actively think about them. Each chapter presents one "method of mind" (thinking analytically, realistically, symbolically, ethically, multidisciplinarily, artistically, summarily, interpretively, and narratively), together with applications, a vignette or story related to the thinking modality, points to remember, and exercises. Designed to help researchers "rise above the data," the book explores how qualitative research designs, data collection, data analyses, and write-ups can be enriched through over 60 different lenses, filters, and angles on social life. Venturing into more evocative and multidimensional ways to examine the complex patterns of daily living, the book reveals how the researcher′s mind thinks heuristically to transcend the descriptive and develop "highdeep" insights about the human condition.

Author: Cheryl Arnold
Publisher: Rowman & Littlefield
ISBN: 0765708833
Category : Psychology
Languages : en
Pages : 296

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Book Description
Normal human development progresses through a process of differentiation and integration, and it is distorted and impeded by the fusion and fragmentation resulting from traumatic experiences. The Impact of Complex Trauma on Development documents the pathological consequences of chronic interpersonal trauma on psychological development, behavior, and interpersonal relationships. It provides an integrative approach to therapy that is based on a rich psychoanalytically-oriented developmental psychology.

Author: Philip Hui Li
Publisher: Taylor & Francis
ISBN: 1003828345
Category : Education
Languages : en
Pages : 245

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Book Description
This book informs best practice for enhancing young children’s STEM learning experiences in formal settings such as preschool environments and less formal settings such as home environments. It is the first collection of multidisciplinary and multinational studies on early STEM programs worldwide and presents diverse, authentic, and current STEM-relevant scenarios that address two fundamental problems: where are we in early STEM education? and where shall we go? The book explores factors that influence young learners’ abilities to make informed choices in authentic, problem-based, STEM-relevant scenarios and how those abilities have been identified, documented, and enhanced. Chapters address topics related to curriculum and pedagogy, teacher education and professional development, family environment, and inclusive education from a variety of international settings including Australia, Germany, Hong Kong, Mainland China, Singapore, and the United States. Each chapter is based around a research project and describes relevant background information from the research literature, details of how the study was designed, findings from the study, and discussion as to what the findings mean for practical implementation. Developing Culturally and Developmentally Appropriate Early STEM Learning Experiences will be a key resource for researchers and practitioners of early childhood education and care, STEM education, educational psychology, educational research, and educational technology. This book was originally published as a special issue of the journal Early Education and Development.

Author: Arie Professor Kruglanski
Publisher: Routledge
ISBN: 1351708023
Category : Psychology
Languages : en
Pages : 378

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Book Description
In the World Library of Psychologists series, international experts themselves present career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, and their major practical theoretical contributions. In this volume Arie Kruglanski reflects on the development throughout his distinguished career of his wide-ranging research covering radicalisation, human judgement and belief formation, group and intergroup processes, and motivated cognition. This collection offers an invaluable insight into the key works behind the formation of Kruglanski’s seminal theory of lay epistemics, as well as his important input into a diverse range of fields of social psychology. A specially written introduction gives an intimate overview of this career, and contextualises the selection in relation to changes in the field during this time. With continuing relevance today, and of vast historical importance, this collection is essential reading for anyone with an interest in goals, belief formation, group processes, and social psychology in general.

Author: Maryellen Weimer
Publisher: John Wiley & Sons
ISBN: 1118119282
Category : Education
Languages : en
Pages : 309

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Book Description
Praise for Maryellen Weimer's Inspired College Teaching "The thoughtfulness, personalization, and consideration Maryellen Weimer demonstrates in discussing the experience of faculty members, her ability to identify issues that are shared and solvable, and her suggestions and solutions to commonly experienced stressors and difficulties in college teaching are major strengths of this volume. . . . In a way, it is a 'workshop between book covers'—or perhaps several workshops!" —Laura L. B. Border, director, Graduate Teacher Program and Collaborative Preparing Future Faculty Network, University of Colorado at Boulder "A book by Maryellen Weimer always displays her wonderful grasp of the literature on college teaching and learning, her ability to tell good stories, and her wit and wisdom. This one is no exception." —Nancy Van Note Chism, professor, Indiana University School of Education, Indiana University-Purdue University Indianapolis Praise for Enhancing Scholarly Work on Teaching and Learning "In her characteristically research-based, direct, and practical style, Maryellen Weimer provides a much-needed guide, critique, and road map of the scholarship of teaching and learning. Weimer's new book will be of use to teachers, researchers, and administrators alike and nicely complements her Learner-Centered Teaching and Classroom Research, by Cross and Steadman." —Thomas A. Angelo, director, University Teaching Development Centre, Victoria University of Wellington, New Zealand "Yet again, Maryellen Weimer has made a perfectly timed contribution to the pursuit of excellence in teaching and learning. Enhancing Scholarly Work on Teaching and Learning does indeed shed clarifying light on the exciting new emphasis on scholarly approaches to teaching. In her distinctively conversational and clear style, Dr. Weimer maps out the nature of pedagogical literature—how to read it and how to contribute to it. . . . This book is the perfect next step in the journey to understand the benefits of scholarly teaching." —Gary Poole, director, Centre for Teaching and Academic Growth; founding director, Institute for the Scholarship of Teaching and Learning, University of British Columbia