Early Childhood and Neuroscience - Links to Development and Learning [electronic resource] / edited by Leslie Haley Wasserman, Debby Zambo.
Erişim Adresi
ISBN
9789400766716
Dil Kodu
İngilizce
Yer Numarası
DK/11828
Basım Bildirimi
1st ed. 2013.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 2013.
Fiziksel Niteleme
XII, 220 p. online resource.
Dizi
Educating the Young Child, Advances in Theory and Research, Implications for Practice, 2543-0629 ; 7
İçindekiler Notu
Acknowledgements -- Preface; Layne Kalbfleisch -- Introduction; Leslie Haley Wasserman and Debby Zambo -- 1. The Practical and Ethical Concerns of Using Neuroscience to Teach Young Children and Help them Self-Regulate; Debby Zambo -- 2. Neuroscience: The Genesis of Our Individual Brain Strengths; Diane Connell and Jena VanStelten -- 3. Reading and the Young Brain; Nancy Frey and Douglas Fisher -- 4. Brain Development in Early Childhood: A Critical Analysis; Valeri Farmer-Dougan and Larry Alferink -- 5. Addressing the Affective Domain: What Neuroscience says about Social/Emotional Development in Early Childhood; William A. Mosier -- 6. Early Literacy Trends for Children Identified as At-Risk for School Failure: Are They Consistent with Contemporary Neuroscience and Learning Theory?; Rae Ann Hirsh -- 7. Brain Differences in Children with Autism and the Subsequent Impact this has on Learning; Diane Branson -- 8. The Twice Exceptional Young Learner; Leslie Haley Wasserman -- 9. Making a Case for Early Intervention: The Role of Developmental Neuroscience; Niamh Stack -- 10. Effective Strategies to Help Teachers Learn about Brain Development; Billie Enz and Jill Stamm -- 11. Metaphors of Developmental Process for Brain-Savvy Teachers; George Hruby -- Closing Thoughts: Remaining Optimistic, Cautious and Active; Debby Zambo and Leslie Haley Wasserman. .
Özet, vb.
Information from neuroscience is growing and being properly used, and misused wich makes it imperative that educators receive accurate and practical information. This book provides the accurate and practical information educators (pre-service and in-service) and caregivers serving children birth through age 8 need to know. This volume takes a practical and cautionary stance. It reminds educators to consider the ethical implications of neuroscience when it is applied to education, reviews current findings from neuroscience and reveals the dangers of oversimplification and inappropriate extensions of neuroscience into curricula. It brings together a group of authors with varied expertise writing on an array of inter-related educational topics that will help educators use neuroscience to understand and address the cognitive, emotional, social, and behavioral needs of all young children, including those with exceptionalities. They believe neuroscience can be insightful and useful to educators if applied ethically and with care. The book offers strategies educators and caregivers can use to affect children today and the adults they can become.
Konu
Early childhood education.
School Psychology.
Neurosciences.
Learning, Psychology of.
Developmental psychology.
Early Childhood Education.
School Psychology.
Neuroscience.
Instructional Psychology.
Developmental Psychology.
School Psychology.
Neurosciences.
Learning, Psychology of.
Developmental psychology.
Early Childhood Education.
School Psychology.
Neuroscience.
Instructional Psychology.
Developmental Psychology.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
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245 10|aEarly Childhood and Neuroscience - Links to Development and Learning|h[electronic resource] /|cedited by Leslie Haley Wasserman, Debby Zambo.
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490 1 |aEducating the Young Child, Advances in Theory and Research, Implications for Practice,|x2543-0629 ;|v7
505 0 |aAcknowledgements -- Preface; Layne Kalbfleisch -- Introduction; Leslie Haley Wasserman and Debby Zambo -- 1. The Practical and Ethical Concerns of Using Neuroscience to Teach Young Children and Help them Self-Regulate; Debby Zambo -- 2. Neuroscience: The Genesis of Our Individual Brain Strengths; Diane Connell and Jena VanStelten -- 3. Reading and the Young Brain; Nancy Frey and Douglas Fisher -- 4. Brain Development in Early Childhood: A Critical Analysis; Valeri Farmer-Dougan and Larry Alferink -- 5. Addressing the Affective Domain: What Neuroscience says about Social/Emotional Development in Early Childhood; William A. Mosier -- 6. Early Literacy Trends for Children Identified as At-Risk for School Failure: Are They Consistent with Contemporary Neuroscience and Learning Theory?; Rae Ann Hirsh -- 7. Brain Differences in Children with Autism and the Subsequent Impact this has on Learning; Diane Branson -- 8. The Twice Exceptional Young Learner; Leslie Haley Wasserman -- 9. Making a Case for Early Intervention: The Role of Developmental Neuroscience; Niamh Stack -- 10. Effective Strategies to Help Teachers Learn about Brain Development; Billie Enz and Jill Stamm -- 11. Metaphors of Developmental Process for Brain-Savvy Teachers; George Hruby -- Closing Thoughts: Remaining Optimistic, Cautious and Active; Debby Zambo and Leslie Haley Wasserman. .
520 |aInformation from neuroscience is growing and being properly used, and misused wich makes it imperative that educators receive accurate and practical information. This book provides the accurate and practical information educators (pre-service and in-service) and caregivers serving children birth through age 8 need to know. This volume takes a practical and cautionary stance. It reminds educators to consider the ethical implications of neuroscience when it is applied to education, reviews current findings from neuroscience and reveals the dangers of oversimplification and inappropriate extensions of neuroscience into curricula. It brings together a group of authors with varied expertise writing on an array of inter-related educational topics that will help educators use neuroscience to understand and address the cognitive, emotional, social, and behavioral needs of all young children, including those with exceptionalities. They believe neuroscience can be insightful and useful to educators if applied ethically and with care. The book offers strategies educators and caregivers can use to affect children today and the adults they can become.
650 0|aEarly childhood education.
650 0|aSchool Psychology.
650 0|aNeurosciences.
650 0|aLearning, Psychology of.
650 0|aDevelopmental psychology.
650 14|aEarly Childhood Education.
650 24|aSchool Psychology.
650 24|aNeuroscience.
650 24|aInstructional Psychology.
650 24|aDevelopmental Psychology.
700 1 |aWasserman, Leslie Haley.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aZambo, Debby.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
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001 810553
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008 130604s2013 ne | s |||| 0|eng d
020 |a9789400766716|9978-94-007-6671-6
024 7 |a10.1007/978-94-007-6671-6|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB1139.2-.5
072 7|aJNLA|2bicssc
072 7|aEDU023000|2bisacsh
072 7|aJNG|2thema
082 04|a372.21|223
090 |aDK/11828
245 10|aEarly Childhood and Neuroscience - Links to Development and Learning|h[electronic resource] /|cedited by Leslie Haley Wasserman, Debby Zambo.
250 |a1st ed. 2013.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2013.
300 |aXII, 220 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aEducating the Young Child, Advances in Theory and Research, Implications for Practice,|x2543-0629 ;|v7
505 0 |aAcknowledgements -- Preface; Layne Kalbfleisch -- Introduction; Leslie Haley Wasserman and Debby Zambo -- 1. The Practical and Ethical Concerns of Using Neuroscience to Teach Young Children and Help them Self-Regulate; Debby Zambo -- 2. Neuroscience: The Genesis of Our Individual Brain Strengths; Diane Connell and Jena VanStelten -- 3. Reading and the Young Brain; Nancy Frey and Douglas Fisher -- 4. Brain Development in Early Childhood: A Critical Analysis; Valeri Farmer-Dougan and Larry Alferink -- 5. Addressing the Affective Domain: What Neuroscience says about Social/Emotional Development in Early Childhood; William A. Mosier -- 6. Early Literacy Trends for Children Identified as At-Risk for School Failure: Are They Consistent with Contemporary Neuroscience and Learning Theory?; Rae Ann Hirsh -- 7. Brain Differences in Children with Autism and the Subsequent Impact this has on Learning; Diane Branson -- 8. The Twice Exceptional Young Learner; Leslie Haley Wasserman -- 9. Making a Case for Early Intervention: The Role of Developmental Neuroscience; Niamh Stack -- 10. Effective Strategies to Help Teachers Learn about Brain Development; Billie Enz and Jill Stamm -- 11. Metaphors of Developmental Process for Brain-Savvy Teachers; George Hruby -- Closing Thoughts: Remaining Optimistic, Cautious and Active; Debby Zambo and Leslie Haley Wasserman. .
520 |aInformation from neuroscience is growing and being properly used, and misused wich makes it imperative that educators receive accurate and practical information. This book provides the accurate and practical information educators (pre-service and in-service) and caregivers serving children birth through age 8 need to know. This volume takes a practical and cautionary stance. It reminds educators to consider the ethical implications of neuroscience when it is applied to education, reviews current findings from neuroscience and reveals the dangers of oversimplification and inappropriate extensions of neuroscience into curricula. It brings together a group of authors with varied expertise writing on an array of inter-related educational topics that will help educators use neuroscience to understand and address the cognitive, emotional, social, and behavioral needs of all young children, including those with exceptionalities. They believe neuroscience can be insightful and useful to educators if applied ethically and with care. The book offers strategies educators and caregivers can use to affect children today and the adults they can become.
650 0|aEarly childhood education.
650 0|aSchool Psychology.
650 0|aNeurosciences.
650 0|aLearning, Psychology of.
650 0|aDevelopmental psychology.
650 14|aEarly Childhood Education.
650 24|aSchool Psychology.
650 24|aNeuroscience.
650 24|aInstructional Psychology.
650 24|aDevelopmental Psychology.
700 1 |aWasserman, Leslie Haley.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aZambo, Debby.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789400766709
776 08|iPrinted edition:|z9789400766723
776 08|iPrinted edition:|z9789400794566
830 0|aEducating the Young Child, Advances in Theory and Research, Implications for Practice,|x2543-0629 ;|v7
856 40|uhttps://doi.org/10.1007/978-94-007-6671-6
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
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