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| Foundational and Contemporary Thought on Young Children, Home and Society | |
| Vygotsky, Piaget and Education | |
| a Reciprocal Assimilation of Theories and Educational Practices | |
| Getting Vygotskian about Theory of Mind | |
| Mediation, Dialogue and the Development of Social Understanding | |
| From Social Interaction to Higher Psychological Processes | |
| a Clarification and Application of Vygotsky's Theory | |
| From Mead to a Structural Symbolic Interactionism and beyond | |
| Nature-Nurture Reconceptualized in Developmental Perspective | |
| a Bioecological Model | |
| Socioeconomic Status Modifies Heritability of IQ in Young Children | |
| Parenting and Its Effect on Children | |
| On Reading and Misreading Behaviour Genetics | |
| Ecology of Developmental Processes | |
| Culture Structures the Environment for Development | |
| Learning from Others | |
| Children's Construction of Concepts | |
| Development in the Family | |
| First-Hand Learning through Intent Participation | |
| Autonomy and Relatedness in Cultural Context | |
| Implications for Self and Family | |
| Cultural Models, Socialization Goals and Parenting Ethnotheories | |
| a Multicultural Analysis | |
| Post-Vygotskian Lenses on Western Early Childhood Education | |
| Moving the Debate forward | |
| An Integrative Model for the Study of Developmental Competencies in Minority Children | |
| Implications For Early Childhood Curriculum and Pedagogy | |
| Executive Summary to Eager to Learn | |
| Educating Our Pre-Schoolers | |
| Quality Support Infrastructure in Early Childhood | |
| Still (Mostly) Missing | |
| Quality of the Pre-School and Home Environment as a Context of Children's Language Development | |
| Effects of the Home-Learning Environment and Pre-School Center Experience upon Literacy and Numeracy Development in Early Primary School | |
| The Stability of Parenting Behaviours over the First Six Years of Life | |
| Cultural Variation in Young Children's Access to Work or Involvement in Specialized Child-Focused Activities | |
| a Window into Different Cultural Worlds | |
| Young Children's Everyday Activities in the United States, Brazil and Kenya | |
| Researching Pedagogy in English Pre-Schools | |
| Playing and Working in Kindergarten | |
| Cognitive Co-Construction in Two Educational Situations | |
| Symbolic Play | |
| Opportunities for Cognitive and Language Development in Pre-School Settings | |
| Playing House | |
| a 'Sideways' Glance at Literacy and Identity in Early Childhood | |
| The Playing-Learning Child | |
| Towards a Pedagogy of Early Childhood | |
| Make-Believe Play versus Academic Skills | |
| a Vygotskian Approach to Today's Dilemma of Early Childhood Education | |
| Serious Fun | |
| Pre-Schoolers Engage in More Exploratory Play When Evidence Is Confounded | |
| Conceptualizing Progression in the Pedagogy of Play and Sustained Shared Thinking in Early Childhood Education | |
| a Vygotskian Perspective | |
| Curricular Quality and Day-to-Day Learning Activities in Pre-School | |
| Children's Early Numeracy in England, Finland and People's Republic of China | |
| Constructing Cultural-Historical Tools for Supporting Young Children's Concept Formation in Early Literacy and Numeracy | |
| Learning Dispositions and the Role of Mutual Engagement | |
| Factors for Consideration in Educational Settings | |
| Fostering Young Children's Representation, Planning and Reflection | |
| a Focus in Three Current Early Childhood Models | |
| Social and Emotional Learning in the Kindergarten Classroom | |
| Evaluation of the Strong-Start Curriculum | |
| a Family-Strengths Approach to Early Language and Literacy Development | |
| Early Childhood Programmes, Social Mobility and Social Justice | |
| The Early Education of Socioeconomically Disadvantaged Children | |
| Educational Disadvantage in the Early Years | |
| How Do We Overcome It? Some Lessons from Research | |
| New Policy Conclusions from Starting Strong II and Update on the OECD Early Childhood Policy Reviews | |
| a Nordic Approach to Early Childhood Education and Socially Endangered Children | |
| Contrasting Visions of Early Childhood Education | |
| Examples from Rural and Urban Settings in Zimbabwe and India | |
| Socioeconomic and Environmental Determinants of Child-Care Patterns of Pre-Schoolers in Pakistan | |
| Do Child-Care Centers Benefit Poor Children after School Entry? | |
| The Long-Term Contribution of Early Childhood Education to Children's Performance | |
| Evidence from New Zealand | |
| Pre-School Program Improves Cognitive Control | |
| The Socio-Emotional Effects of Non-Maternal Child Care on Children in the U.S.A. | |
| a Critical Review of Recent Studies | |
| The Impact of Pre-School on Young Children's Cognitive Attainments at Entry to Reception | |
| Pre-School Experience in 10 Countries | |
| Cognitive and Language Performance at Age Seven | |
| The Effect of Pre-School on Children's School Readiness | |
| Inequality in Pre-School Education and School Readiness | |
| Fostering High-Quality Teaching with an Enriched Curriculum and Professional Development Support | |
| The Head Start REDI Program | |
| Introducing Literacy to Four-Year-Olds | |
| Creating Classroom Cultures in Three Schools | |
| a Book Reading Intervention with Pre-School Children Who Have Limited Vocabularies | |
| The Benefits of Regular Reading and Dialogic Reading | |
| Bilingual Language Development | |
| What Do Early Years Practitioners Need to Know? | |
| Current Debates in Early Childhood Education Research | |
| The Effects of Pre-School Education | |
| What We Know, How Public Policy Is or Is Not Aligned with the Evidence Base and What We Need to Know | |
| The Quest for Quality in Early Day Care and Pre-School Experience Continues | |
| Defining and Evaluating 'Quality' Early Childhood Education in an International Context | |
| Dilemmas and Possibilities | |
| Evidence-Informed Program Improvement | |
| Using Principles of Effectiveness to Enhance Quality and Impact of Family-Based Prevention Programs | |
| Program Quality and Early Childhood Inclusion | |
| Recommendations for Professional Development | |
| The Effects of Outcome-Driven Authentic Assessment on Classroom Quality | |
| Translation of Research into Interventions | |
| Shifting from Developmental to Postmodern Practices in Early Childhood Teacher Education | |
| Improving Pre-School Classroom Processes | |
| Preliminary Findings from a Randomized Trial Implemented in Head Start Settings | |
| The Stockholm Project | |
| Constructing a Pedagogy That Speaks in the Voice of the Child, the Pedagogue and the Parent | |
| Early Childhood Development in Africa | |
| Interrogating Constraints of Prevailing Knowledge Bases | |
| Transformative Paradigm | |
| Mixed Methods and Social Justice | |
| Mixed Methods in International Collaborative Research | |
| The Experiences of the International Study of Parents, Children and Schools | |
| Mixing Qualitative and Quantitative Research in Developmental Science | |
| Uses and Methodological Choices | |
| The Early Childhood Classroom Observation Measure | |
| Capturing Quality in Early Childhood through Environmental Rating Scales | |
| Caring for Children around the World | |
| a View from Home | |
| Assessing the Quality of Early Years Learning Environments | |
| Educational Research and Evidence-Based Policy | |
| The Mixed-Method Approach of the Eppe Project | |
| Table of Contents provided by Publisher. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.
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