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This book focuses on health humanities in application. The field
reflects many intellectual interests and practical applications,
serving researchers, educators, students, health care
practitioners, and community members wherever health and wellness
and the humanities intersect. How we implement health humanities
forms the core approach, and perspectives are global, including
North America, Africa, Europe, and India. Emphasizing key
developments in health humanities, the book's chapters examine
applications, including reproductive health policy and arts-based
research methods, black feminist approaches to health humanities
pedagogy, artistic expressions of lived experience of the
coronavirus, narratives of repair and re-articulation and
creativity, cultural competency in physician-patient communication
through dance, embodied dance practice as knowing and healing,
interdisciplinarity and transdisciplinarity, eye tracking, ableism
and disability, rethinking expertise in disability justice,
disability and the Global South, coronavirus and Indian politics,
visual storytelling in graphic medicine, and medical progress and
racism in graphic fiction.
This book explores mathematical learning and cognition in early
childhood from interdisciplinary perspectives, including
developmental psychology, neuroscience, cognitive psychology, and
education. It examines how infants and young children develop
numerical and mathematical skills, why some children struggle to
acquire basic abilities, and how parents, caregivers, and early
childhood educators can promote early mathematical development. The
first section of the book focuses on infancy and toddlerhood with a
particular emphasis on the home environment and how parents can
foster early mathematical skills to prepare their children for
formal schooling. The second section examines topics in preschool
and kindergarten, such as the development of counting procedures
and principles, the use of mathematics manipulatives in
instruction, and the impacts of early intervention. The final part
of the book focuses on particular instructional approaches in the
elementary school years, such as different additive concepts,
schema-based instruction, and methods of division. Chapters analyze
the ways children learn to think about, work with, and master the
language of mathematical concepts, as well as provide effective
approaches to screening and intervention. Included among the
topics: The relationship between early gender differences and
future mathematical learning and participation. The connection
between mathematical and computational thinking. Patterning
abilities in young children. Supporting children with learning
difficulties and intellectual disabilities. The effectiveness of
tablets as elementary mathematics education tools. Mathematical
Learning and Cognition in Early Childhood is an essential resource
for researchers, graduate students, and professionals in infancy
and early childhood development, child and school psychology,
neuroscience, mathematics education, educational psychology, and
social work.
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