000			05159cam a22004334a 4500
001			ocn767562751
003			OCoLC
005			20251028093245.0
008			120523s2012 nyu b 001 0 eng
010			_a 2012016402
035			_a(Sirsi) i9781462504992
040			_aDLC _beng _cDLC _dBTCTA _dBDX _dUKMGB _dOCLCO _dYDXCP _dGPRCL _dBWX _dCDX _dOIP _dITD _dIUL _dAU@
016	7		_a016107468 _2Uk
019			_a802508401
020			_a9781462504992 (hardback)
020			_a146250499X (hardback)
035			_a(OCoLC)767562751 _z(OCoLC)802508401
042			_apcc
050	0	0	_aLB 1139.23 _b.K64 2012
049			_aVF$A
245	0	0	_aKnowledge development in early childhood : _bsources of learning and classroom implications / _cedited by Ashley M. Pinkham, Tanya Kaefer, Susan B. Neuman.
260			_aNew York : _bThe Guilford Press, _c2012.
300			_axvi, 270 p. ; _c24 cm.
520			_a"Synthesizing cutting-edge research from multiple disciplines, this book explores how young children acquire knowledge in the "real world" and describes practical applications for early childhood classrooms. The breadth and depth of a child's knowledge base are important predictors of later literacy development and academic achievement. Leading scholars describe the processes by which preschoolers and primary-grade students acquire knowledge through firsthand experiences, play, interactions with parents and teachers, storybooks, and a range of media. Chapters on exemplary instructional strategies vividly show what teachers can do to build children's content knowledge while also promoting core literacy skills"-- _cProvided by publisher.
520			_a"Subject Areas/Keywords: classrooms, content areas, curriculum, developmental psychology, early childhood education, early intervention, early literacy, educational psychology, families, family, instructional methods, knowledge acquisition, parents, pedagogy, play, preschool, teaching, texts, vocabulary, young children DESCRIPTION Synthesizing cutting-edge research from multiple disciplines, this book explores how young children acquire knowledge in the "real world" and describes practical applications for early childhood classrooms. The breadth and depth of a child's knowledge base are important predictors of later literacy development and academic achievement. Leading scholars describe the processes by which preschoolers and primary-grade students acquire knowledge through firsthand experiences, play, interactions with parents and teachers, storybooks, and a range of media. Chapters on exemplary instructional strategies vividly show what teachers can do to build children's content knowledge while also promoting core literacy skills"-- _cProvided by publisher.
504			_aIncludes bibliographical references and index.
505	0	0	_gPart I. _tSources of Children's Knowledge: _g1. _tWhat you see is what you get: learning from the ambient environment / _rTanya Kaefer; _g2. _tLearning through play: procedural versus declarative knowledge / _rJennifer Van Reet; _g3. _tHow children understand and use other people as sources of knowledge: children's selective use of testimony / _rSherryse L. Corrow, Jason Cowell, Sabine Doebel, and Melissa A. Koenig; _g4. _tBeyond pedagogy: how children's knowledge develops in the context of everyday parent-child conversations / _rMaureen Callanan, Jennifer Rigney, Charlotte Nolan-Reyes, and Graciela Solis; _g5. _tDrawing on the arts: less-traveled paths toward a science of learning? / _rJessa Reed, Kathy Hirsh-Pasek, and Roberta Michnick Golinkoff; _g6. Learning by the book: the importance of picture books for young children's knowledge acquisition / _rAshley M. Pinkham; _g7. _tTelevision and children's knowledge / _rHeather J. Lavigne and Daniel R. Anderson -- _gPart II. _tPromoting Knowledge Development in the Classroom: _g8. _tFour play pedagogies and a promise for children's learning / _rKathleen Roskos and James Christie; _g9. _tThe research-reality divide in early vocabulary instruction / _rTanya S. Wright; _g10. _tThe contributions of curriculum to shifting teachers' practices / _rDavid K. Dickinson, Erica M. Barnes, and Jin-Sil Mock; _g11. _tScaffolding preschoolers' vocabulary development through purposeful conversations: unpacking the ExCELL model of language and literacy professional development / _rBarbara A. Wasik and Annemarie H. Hindman; _g12. _tBuilding knowledge through informational text / _rNell K. Duke, Anne-Lise Halvorsen, and Jennifer A. Knight; _g13. _tKnowledge acquisition in the classroom: literacy and content-area knowledge / _rCarol McDonald Connor and Frederick J. Morrison; _g14. _tBuilding literacy skills through multimedia / _rRebecca Silverman and Sara Hines.
650		0	_aEarly childhood education.
650		0	_aExperiential learning.
650		7	_aEDUCATION / Preschool & Kindergarten _2bisacsh
650		7	_aPSYCHOLOGY / Developmental / Child _2bisacsh
650		7	_aLANGUAGE ARTS & DISCIPLINES / Literacy _2bisacsh
650		7	_aEDUCATION / Educational Psychology _2bisacsh
700	1		_aPinkham, Ashley M.
700	1		_aKaefer, Tanya.
700	1		_aNeuman, Susan B.
994			_aC0 _bVF$
999			_c132302 _d132302