Book Summary: For Child Development courses in Psychology, Education, Human Development, Child and Family Studies, and Early Childhood Education. Research Made Relevant Written by a well-known and respected researcher in the field of child development, this TOPICALLY organized text uses unique and effective pedagogy as the framework of the entire text. Designed to demonstrate how research translates into practice with accessible writing, a modular format, and application-based features such as: Focus on Research, Cultural Influences, Spotlight on Theories, Improving Children’s Lives, and Child and Development and Family Policy.

Book Summary: The book analyses the knowledge, beliefs and behaviours that comprise the environmental attitudes of young people in the Asia-Pacific region and the cultural, political and educational contexts that have shaped them. The findings are based upon a questionnaire survey of over 10,000 young people together with focus group studies in India, South China, Japan, Thailand, Singapore, Hong Kong, Brunei, Indonesia, Australia, New Zealand, Fiji, and the west coast of the USA.

No description available.

This article discusses how instant video revisiting (IVR) promotes reflective thinking for both teachers and children. IVR was used as a daily classroom experience with both the children and the teachers throughout one semester in two preschool classrooms with children 2.5 to 5 years old. The teachers used a digital video camera to generate data to help them understand the behavior of the children and revisit the children's actions immediately, with the children using the video clips to extend their learning. Two classroom examples illustrate how IVR supports the children's learning and the teacher's reflection of this learning. The first example describes how IVR helped the children reflect on their actions and solve their own conflicts. The second example describes the use of IVR to scaffold the children's idea of the middle of a story, thereby strengthening their own thought processes in relation to a story construction.

Book Summary: Through this book's accessible, active, and applied approach, users determine whether their learning style strengths are verbal/linguistic, logical/mathematical, visual/spatial, or interpersonal. Throughout the text, personalized content-specific study tips are correlated to these specific styles allowing the student to focus on learning style strengths and weaknesses. By studying according to their own personal learning style, Psychology helps students become more effective and efficient learners. Up-to-date research and a seamless narrative keeps students engaged in the study of Psychology.

No description available.

Employing a quasi-experimental design, this pilot study on teacher practices with toddlers during social conflicts was conducted in the southeastern USA. Four child-care classrooms, teachers (n = 8) and children (n = 51) were assessed with the Classroom Assessment Scoring System – Toddler [CLASS-Toddler; La Paro, K., Hamre, B. K., & Pianta, R. C. (2011). Classroom Assessment Scoring System – Toddler (CLASS). Baltimore, MD: Brookes], an author-developed problem-solving measure, a measure of child temperament and teacher interviews. Teachers in intervention classrooms were provided professional development in three areas: (a) teacher self-regulation and stress management, (b) child self-regulation of emotions and behaviours, and (c) social problem solving. For intervention classrooms, results showed growth in several CLASS dimensions including positive climate, teacher sensitivity, and classroom guidance, while the problem-solving measure revealed an unanticipated increase in problems. Additional research is needed on toddler social problem-solving skills and supportive teacher practices. Further refinement of the problem-solving measure and delineation of specific professional development intervention components that indicate positive classroom change is needed.

No description available.

Book Summary: Children and Their Development, 6e demonstrates how research translates into practice.

Traditional use of formal assessment techniques in early childhood education is not congruent with the knowledge and philosophies that have begun to guide curriculum and practice. The discontent with current assessment approaches has created a need to develop alternate assessment methods. The practice of portfolio assessment is posed as a developmentally appropriate alternative in this thesis. Current literature on portfolio assessment related to kindergarten/first grade setting supports portfolio assessment in both theory and practice in early childhood education.