|
Showing 1 - 3 of
3 matches in All Departments
Originally published in 1998. This book presents a model of
social-contextual influences on children's literacy and literate
language. Literate language is similar to the language teachers use
and to the language used in reading books for young children. Based
on a longitudinal study in homes and schools, the authors here
present the results of how diverse and close social relationships
influence children's literacy learning as they progress through the
first three years of formal schooling, and discuss implications for
teaching practice. Different types of reading matter in the home
are examined and it is suggested that peers are helpful to the
learning of literacy. Rather than separate friends as often happens
in the classroom, this book suggest that interaction should be
encouraged. It will be of interest to researchers and students of
developmental and educational psychology, and to anyone interested
in early cognitive and social development.
Originally published in 1998. This book presents a model of
social-contextual influences on children's literacy and literate
language. Literate language is similar to the language teachers use
and to the language used in reading books for young children. Based
on a longitudinal study in homes and schools, the authors here
present the results of how diverse and close social relationships
influence children's literacy learning as they progress through the
first three years of formal schooling, and discuss implications for
teaching practice. Different types of reading matter in the home
are examined and it is suggested that peers are helpful to the
learning of literacy. Rather than separate friends as often happens
in the classroom, this book suggest that interaction should be
encouraged. It will be of interest to researchers and students of
developmental and educational psychology, and to anyone interested
in early cognitive and social development.
While the subject of play may seem trivial for behavioral science,
E.O. Wilson noted that understanding the significance of play is an
important challenge facing scholars in these fields. Play is
observed among juveniles across a number of animal species and is
especially prevalent in young mammals, yet it is difficult to
define or to attribute functional significance to it. In this book,
Pellegrini argues that play is an excellent example of the ways in
which biology and culture influence each other, especially during
childhood. Specifically, the innovative possibilities associated
with different forms of play behavior during the juvenile period
can influence individuals' skill acquisition, and possibly
influence the development of the species. In order to understand
play in this broad sense, it is necessary to understand its
phylogenetic development (across monkeys, great apes, and humans),
its place within human development, and its function(s) and
atecedents. Such an understanding of the role of play in childhood
has implications for a deeper understanding of the role of
development in the human experience.
This book is unique among its competitors in that it takes an
explicitly theoretical orientation as it is applied to human play,
in an evolutionary context. This will be the only volume to provide
a coherent theoretical framework addressing the role of play in
development. In his concluding chapter, Pellegrini will synthesize
his arguments and theory, and speculate about directions for future
research in the area. Because of these two aspects, this book has
the potential to be a highly influential book for scholars in
developmental psychology, educational psychology, evolutionary
biology, and play theorists in anthropology.
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
Poor Things
Emma Stone, Mark Ruffalo, …
DVD
R449
R329
Discovery Miles 3 290
|