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A critical part of early childhood development is the development
of "theory of mind" (ToM), which is the ability to take the
perspective of another person. The main purpose of this book is to
discuss and integrate findings from prominent research areas in
developmental psychology that are typically studied in isolation,
but are clearly related. Two examples are whether executive
functions represent a precursor of ToM or whether ToM understanding
predicts the development of executive functions, and to what extent
children's level of verbal ability and their working memory are
important predictors of performance on both executive functioning
and ToM tasks. The chapters in this book give a detailed account of
the major outcomes of this research. First, the state of the art
concerning current understanding of the relevant constructs
(working memory, ToM, executive functioning) and their
developmental changes is presented, followed by chapters that deal
with interactions among the core concepts. Its main focus ison
theoretically important relationships among determinants of young
children's cognitive development--considered to be "hot" issues in
contemporary developmental psychology.
Based on presentations made at an international workshop, this book
is divided into two parts. In the first part, five teams of
researchers present theoretical analyses and overviews of empirical
evidence regarding the core constructs of memory, executive
functions, and ToM. The next part deals with the interplay among
the core concepts outlined in Part I with developmental trends in
the interaction.
A critical part of early childhood development is the development
of "theory of mind" (ToM), which is the ability to take the
perspective of another person. The main purpose of this book is to
discuss and integrate findings from prominent research areas in
developmental psychology that are typically studied in isolation,
but are clearly related. Two examples are whether executive
functions represent a precursor of ToM or whether ToM understanding
predicts the development of executive functions, and to what extent
children's level of verbal ability and their working memory are
important predictors of performance on both executive functioning
and ToM tasks. The chapters in this book give a detailed account of
the major outcomes of this research. First, the state of the art
concerning current understanding of the relevant constructs
(working memory, ToM, executive functioning) and their
developmental changes is presented, followed by chapters that deal
with interactions among the core concepts. Its main focus is on
theoretically important relationships among determinants of young
children's cognitive development--considered to be "hot" issues in
contemporary developmental psychology. Based on presentations made
at an international workshop, this book is divided into two parts.
In the first part, five teams of researchers present theoretical
analyses and overviews of empirical evidence regarding the core
constructs of memory, executive functions, and ToM. The next part
deals with the interplay among the core concepts outlined in Part I
with developmental trends in the interaction.
This fifth volume in the series focuses on goals of science
education at the level of the children, the early childhood
professionals, and the pedagogical staff at after-school centres
and primary schools, and on process-related quality criteria for
science teaching at pre-primary and primary level. In their expert
reports, Yvonne Anders, Ilonca Hardy, Sabina Pauen, Beate Sodian,
and Mirjam Steffensky specify pedagogical content dimensions of the
goals of early science education at pre-primary and primary school
age. In addition to theoretically underpinning these goals, the
authors present instruments for their assessment. In his expert
report, Jorg Ramseger formulates ten quality criteria for science
teaching. Early childhood professionals and pedagogical staff at
after-school centres and primary schools can draw on these
process-related criteria when planning lessons and conducting
self-evaluations of science learning opportunities at pre-primary
and primary level. The concluding chapter of the volume describes
the implementation of these expert recommendations in the
substantive offerings of, and the accompanying research on, the
"Haus der kleinen Forscher" Foundation.
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