How Parents and Teachers Can Make a Difference
Author: Laura E. Berk
Publisher: Oxford University Press, USA
View: 1418Based on the most recent contemporary research, this is a wide-ranging and practical guide to parenthood and early childhood education. 7 halftones.
How Computers Affect Our Children's Minds--For Better and Worse
Author: Jane M. Healy
Publisher: Simon and Schuster
View: 7967In this comprehensive, practical, and unsettling look at computers in children's lives, Jane M. Healy, Ph.D., questions whether computers are really helping or harming children's development. Once a bedazzled enthusiast of educational computing but now a troubled skeptic, Dr. Healy examines the advantages and drawbacks of computer use for kids at home and school, exploring its effects on children's health, creativity, brain development, and social and emotional growth. Today, the Federal Government allocates scarce educational funding to wire every classroom to the Internet, software companies churn out "educational" computer programs even for preschoolers, and school administrators cut funding and space for books, the arts, and physical education to make room for new computer hardware. It is past the time to address these issues. Many parents and even some educators have been sold on the idea that computer literacy is as important as reading and math. Those who haven't hopped on the techno bandwagon are left wondering whether they are shortchanging their children's education or their students' futures. Few people stop to consider that computers, used incorrectly, may do far more harm than good. New technologies can be valuable educational tools when used in age-appropriate ways by properly trained teachers. But too often schools budget insufficiently for teacher training and technical support. Likewise, studies suggest that few parents know how to properly assist children's computer learning; much computer time at home may be wasted time, drawing children away from other developmentally important activities such as reading, hobbies, or creative play. Moreover, Dr. Healy finds that much so-called learning software is more "edutainment" than educational, teaching students more about impulsively pointing and clicking for some trivial goal than about how to think, to communicate, to imagine, or to solve problems. Some software, used without careful supervision, may also have the potential to interrupt a child's internal motivation to learn. Failure to Connect is the first book to link children's technology use to important new findings about stages of child development and brain maturation, which are clearly explained throughout. It illustrates, through dozens of concrete examples and guidelines, how computers can be used successfully with children of different age groups as supplements to classroom curricula, as research tools, or in family projects. Dr. Healy issues strong warnings, however, against too early computer use, recommending little or no exposure before age seven, when the brain is primed to take on more abstract challenges. She also lists resources for reliable reviews of child-oriented software, suggests questions parents should ask when their children are using computers in school, and discusses when and how to manage computer use at home. Finally, she offers a thoughtful look at the question of which skills today's children will really need for success in a technological future -- and how they may best acquire them. Based on years of research into learning and hundreds of hours of interviews and observations with school administrators, teachers, parents, and students, Failure to Connect is a timely and eye-opening examination of the central questions we must confront as technology increasingly influences the way we educate our children.
The Project Approach
Author: Lilian G. Katz,Sylvia C. Chard,Yvonne Kogan
View: 1814Now in its third edition, this book shows teachers how to incorporate the Project Approach into early childhood and elementary curricula, engaging children intellectually and heightening their capacities for thinking, hypothesizing, reasoning, and expressing their natural curiosity. • Presents the philosophical, theoretical, and research bases of project work that serve to explain how the Project Approach enables children to make better, more in-depth and accurate sense of their experiences and phenomena in their everyday environment • Includes descriptions of numerous projects implemented with children in a wide variety of settings to guide teachers through developing their own successful projects with children • Provides a comprehensively updated new edition of the well-known standard book on the Project Approach
What Children's Minds Tell Us about Truth, Love & the Meaning of Life
Author: Alison Gopnik
Publisher: Random House
View: 8988For most of us, having a baby is the most profound, intense, and fascinating experience of our lives. Now scientists and philosophers are starting to appreciate babies, too. The last decade has witnessed a revolution in our understanding of infants and young children. Scientists used to believe that babies were irrational, and that their thinking and experience were limited. Recently, they have discovered that babies learn more, create more, care more, and experience more than we could ever have imagined. And there is good reason to believe that babies are actually cleverer, more thoughtful, and even more conscious than adults. This new science holds answers to some of the deepest and oldest questions about what it means to be human. A new baby's captivated gaze at her mother's face lays the foundations for love and morality. A toddler's unstoppable explorations of his playpen hold the key to scientific discovery. A three-year-old's wild make-believe explains how we can imagine the future, write novels, and invent new technologies. Alison Gopnik - a leading psychologist and philosopher, as well as a mother - explains the groundbreaking new psychological, neuroscientific, and philosophical developments in our understanding of very young children, transforming our understanding of how babies see the world, and in turn promoting a deeper appreciation for the role of parents.
Essays on Education
Author: Kieran Egan
View: 6065Egan reviews matters as far-ranging as the oral foundations of education and the arts as "basics" required for education, to what he terms "the curriculum wars" and issues in educational research.
Author: Howard Sharron,Martha Coulter
View: 2123Based on Israeli psychologist's Reuven Feurerstein's ideas of developing children's intelligence. Feurerstein argues that a child's cognitive abilities are developed unconsciously through the cultural stimuli passed on by his or her parents. This book is useful for those concerned in the education of children.
Author: Valerie Yule
View: 6853The stories in this book show the world as children see it, and how they can imagine things they cannot see - a world of work and play, fairy-tales and space adventures, success and failure, war and ways of living. The differences between the stories told by fortunate children and those who are disadvantaged reveal the impact on the imagination of a child of stresses, in economic circumstances, war, family breakdown, physical and mental disabilities, and learning difficulties. These stories remind us what an individual, human person each child is. As adults try to meet children's physical needs and cope with their behavior, they may see only the outward life and actions of a 'problem child', missing the vivid imaginative life that can hold the key to the child's future.
Author: Stanley Goldstein
Category: Business & Economics
View: 5828In recent decades, few markets have increased so dramatically as that of children and few are as important. Successful products can foster a lifetime of brand loyalty while a failed product or marketing campaign can cause a lifetime of rejection. Yet some companies, not realizing the unique psychology of children, create products or market them to children based on faulty ideas, later wondering why they were unsuccessful despite great effort and financial investment. The minds of children differ profoundly from those of adults and to successfully market and create children s products requires knowledge of these differences. Though children s behavior can seem quirky and inexplicable, it possesses an inherent logic which can be understood by adults and is described in this book. Through Children s Minds provides sophisticated information about the children s marketplace, marketing and creating children s products, and what children like and dislike in television and other media. Dr. Stanley Goldstein is an author and psychologist who has appeared on national broadcasts including The Larry King Show and CourtTV. Contents: Author s Note 9 Foreword: Who Should Read This Book 11 Introduction: How the Marketing to Children Began 15 Chapter 1: What Children Are Really Like 21 Chapter 2: The Behavior of the Child As Customer 31 Chapter 3: The Psychology of the Child As Customer 35 Chapter 4: Why Children Buy...45 Chapter 5: How Child Customers Differ From Adult Customers 51 Chapter 6: Maturing From Child to Adult Customer 57 Chapter 7: The Child As Influencer of Family Purchases 59 Chapter 8: The Global Children s Market 67 Chapter 9: Developmental Changes in Play 73 Chapter 10: Child Psychology and Children s Products 81 Chapter 11: The Art of Developing Children s Products 89 Chapter 12: The Uniqueness of Marketing to Children 99 Chapter 13: What You Must Know to Create New Marketing Ideas 107 Chapter 14: Marketing to Children Which Will Likely Fail 119 Chapter 15: Advertising to the Youth Market 127 Chapter 16: How Children Relate to Television 137 Chapter 17: What Makes Children s Television Commercials Effective?...157 Chapter 18: Is Television Advertising Still Critical In the Digital Age?...175 Chapter 19: Promotional Activities With Children 181 Chapter 20: Marketing, Children s Orientating, And Conducting Market Research 189 Author s Note: My thought of writing Through Children s Minds originated in workshops on telecommunications and marketing which I prepared under the auspices of Behavioral Information Services. The telecommunications workshop explained eighty percent of the telecommunications section in the Encyclopedia of Engineering in just one day. My goal was comparable for the Children s Marketing Workshop. This book requires no prior knowledge of advertising, marketing, or child psychology. Its only requirement is the willingness to abandon the inaccurate explanations of children s behavior which each person, naturally and intuitively, has created, the naive psychology to which Fritz Heider, a leading figure in the field of social psychology, devoted a lifetime of study. Discarding cherished conclusions is difficult for these are the bedrock of our personality. Yet children easily accomplish this task as they develop. Should less be demanded of adults?
Author: Terezinha Nunes
Publisher: Institute of Education
Category: Cognition in children
View: 2229Schools have the privilege and mission to develop our children's minds. Literacy and numeracy are an essential part of this process. Writing offers us tools to think about, and with, language. English script represents the sounds and grammar of the English language. When children understand how this script works, they learn new ways of thinking about language which they can use to increase their own knowledge of English and also to learn other languages. Texts freeze communication. They allow us to communicate across time and distance. When we think about texts, we learn about modes of communication which are distinct from those in oral language; we also have a new way in which to scrutinize our own reasoning. Mathematics offers us models to think about the world. Through mathematics, schools can open to children ways of thinking about the world which were invented by true geniuses in the course of history and which can become their own tools for thinking. When our children learn literacy and numeracy, we want them not simply to learn facts but also to encounter new objects of thought and tools for thinking. It is through this process that schools can develop children's minds.
Author: G Stanley 1844-1924 Hall
Publisher: Franklin Classics
View: 8952This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
Nurturing Children's Minds
Author: Marilynn Chambliss,Robert Calfee
Publisher: Blackwell Publishing
View: 7446This book is one of the most comprehensive texts discussing the design, selection and adoption of expository textbooks. Focusing on their own analysis, but also drawing on appropriate studies of others, the authors have produced not only a comprehensive discussion of what makes textbooks more readable, but also the steps that designers and adopters may take to apply the authors' recommendations. Textbooks for Learning recognizes the continuing significance of textbooks in the classroom and seeks to improve the present text-book orientated curriculum via practical rather than the more normal theoretical means through the use of wide-ranging illustrations and examples. The authors conclude that the actual design is the key to a successful textbook, not content alone, and designers will find here clear cut guidelines for creating and revising instructional material. Those selecting textbooks for student use now have at their disposal a framework to support the analysis of expository texts and for trainee teachers, a procedure to consider for textbook selection. Future studies of textbooks will necessarily have to start with this book.
The Process of Change in Children's Thinking
Author: Robert S. Siegler
Publisher: Oxford University Press
View: 7088How do children acquire the vast array of concepts, strategies, and skills that distinguish the thinking of infants and toddlers from that of preschoolers, older children, and adolescents? In this new book, Robert Siegler addresses these and other fundamental questions about children's thinking. Previous theories have tended to depict cognitive development much like a staircase. At an early age, children think in one way; as they get older, they step up to increasingly higher ways of thinking. Siegler proposes that viewing the development within an evolutionary framework is more useful than a staircase model. The evolution of species depends on mechanisms for generating variability, for choosing adaptively among the variants, and for preserving the lessons of past experience so that successful variants become increasingly prevalent. The development of children's thinking appears to depend on mechanisms to fulfill these same functions. Siegler's theory is consistent with a great deal of evidence. It unifies phenomena from such areas as problem solving, reasoning, and memory, and reveals commonalities in the thinking of people of all ages. Most important, it leads to valuable insights regarding a basic question about children's thinking asked by cognitive, developmental, and educational psychologists: How does change occur?
Author: Henry Jenkins
Publisher: NYU Press
Category: Family & Relationships
View: 7251Stock market euphoria and blind faith in the post cold war economy have driven the topic of poverty from popular and scholarly discussion in the United States. At the same time the gap between the rich and poor has never been wider. The New Poverty Studies critically examines the new war against the poor that has accompanied the rise of the New Economy in the past two decades, and details the myriad ways poor people have struggled against it. The essays collected here explore how global, national, and local structures of power produce poverty and affect the material well-being, social relations and politicization of the poor. In updating the 1960s encounter between ethnography and U.S. poverty, The New Poverty Studies highlights the ways poverty is constructed across multiple scales and multiple axes of difference. Questioning the common wisdom that poverty persists because of the pathology, social isolation and welfare state "dependency" of the poor, the contributors to The New Poverty Studies point instead to economic restructuring and neoliberal policy "reforms" which have caused increased social inequality and economic polarization in the U.S. Contributors include: Georges Fouron, Donna Goldstein, Judith Goode, Susan B. Hyatt, Catherine Kingfisher, Peter Kwong, Vin Lyon-Callo, Jeff Maskovsky, Sandi Morgen, Leith Mullings, Frances Fox Piven, Matthew Rubin, Nina Glick Schiller, Carol Stack, Jill Weigt, Eve Weinbaum, Brett Williams, and Patricia Zavella. "These contributions provide a dynamic understanding of poverty and immiseration" --North American Dialogue, Vol. 4, No. 1, Nov. 2001
The Discovery of what Children Know
Author: Michael Siegal
Publisher: Oxford University Press, USA
View: 3201Kids, appearance and reality -- Language, conversation, and theory of mind -- Astronomy and geography -- Biology, food, and hygiene -- Life and death -- Number and arithmetic -- Autism and disorders of development -- Culture, communication, and what children know