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Books on the topic 'Preschool education content'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

J, Colker Laura, and Heroman Cate, eds. Connecting content, teaching, and learning. Teaching Strategies, 2002.

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2

J, Colker Laura, Heroman Cate, and Dodge Diane Trister, eds. Connecting content, teaching, and learning: A supplement to The creative curriculum for early childhood, 3rd edition. Teaching Strategies, 2000.

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3

Biba, Anna. Methods of preparing children to learn Russian at school. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/991911.

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The textbook is aimed at developing professional competencies in preparing preschool children to learn Russian at school.it reveals the current content of preparing preschoolers to learn reading and writing in primary school, contains a method for teaching them sound word analysis, reading syllables and words in accordance with a scientifically based sound analytical and synthetic method, a technique for teaching children to print letters and syllables, and describes opportunities for cognitive development of preschool children in the process of speech work. The methodological material is accompanied by examples from the speech of preschool children and their training practices. A test is offered for professional self-control over the assimilation of the corresponding methodology in General. The appendices contain methodological illustrative and reference material. Meets the requirements of Federal state educational standards of higher education of the latest generation. For undergraduate students in the field of "Pedagogical education", it can also be used by undergraduates in the study of a course on the cognitive development of preschool children and in the process of professional development and retraining of employees of preschool educational institutions and primary school teachers.

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4

Coates, Anne, ed. Annie and Danny in Alphabet Tower. CreateSpace, 2010.

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5

Norris, Janet. Storybook-centered themes: An inclusive, whole languge approach : interventionist's guide. Communication Skill Builders, 1995.

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6

Jeffries, David. Multicultural folk tales. Teacher Created Materials, Inc., 1992.

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7

What makes a difference: Early Head Start evaluation findings in a developmental context. Wiley, 2013.

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8

Assessment of young children with special needs: [a context-based approach]. Delmar Learning, 2003.

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9

Association, Pre-school Playgroups, ed. Diploma in playgroup practice: Course content. Pre-School Playgroups Association, 1992.

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10

Multicultural Folk Tales Thematic Unit. Teacher Created Resources, 2004.

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11

N, Roberts Richard, ed. Coming home to preschool: The sociocultural context of early education. Ablex, 1993.

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12

1930-, Scales Barbara, ed. Play and the social context of development in early care and education. Teachers College, Columbia University, 1991.

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13

Roberts, Richard N. Coming Home to Preschool: The Sociocultural Context of Early Education (Advances in Applied Developmental Psychology). Ablex Publishing, 1993.

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14

(Editor), Barbara Scales, Millie Corinne Almy (Editor), Ageliki Nicolopoulou (Editor), and Susan Ervin-Tripp (Editor), eds. Play and the Social Context of Development in Early Care and Education (Early Childhood Education Series (Teachers College Pr)). Columbia University Press, 1991.

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15

Sandberg, Johan, and Moira Nelson. Social Investment in Latin America. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198790488.003.0025.

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This chapter aims to understand the viability of the SIA in Latin America by focusing on the extent to which conditional cash transfers (CCTs) fulfil the stock, flow, and buffer functions of social investment. Despite evidence that CCTs make important social investment contributions, our analysis shows that they are inadequately supported by policies impacting before (e.g. early childhood education and care (ECEC), and preschool), during (e.g. educational reforms to increase quality of teaching and learning), and after educational trajectories (e.g. labour-market policies). This points to the vast importance of policy context in planning, designing, and implementing social investments. Programmes like CCTs have, to date, been implemented on the margins of existing welfare and social policy systems, and gaps could be addressed in the short and medium term through a comprehensive SIA that ideally pursues three interrelated objectives.

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16

Exploring Childhood In A Comparative Context An Introductory Guide For Students. Routledge, 2013.

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17

Franz, Carleen, Lee Ascherman, and Julia Shaftel. A Clinician's Guide to Learning Disabilities. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.001.0001.

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A Clinician’s Guide to Learning Disabilities provides succinct descriptions of the various types of learning disabilities that affect educational achievement, illustrated with numerous case studies. Clear descriptions of educational assessment best practices and score reporting simplify the interpretation of psychoeducational reports. An entire chapter on historical context and legal framework describes obligatory supports for students with learning disabilities in all settings. Chapters on preschool assessment and the transition to post–high-school college and career expand the scope of the book beyond the school years. Clinicians who work in nonschool settings view learning disorders through the lens of DSM-5. They may be surprised at IDEA requirements and how the law works to identify and serve students with learning disabilities. Clinicians may not be aware that DSM-5 is not familiar in the school setting and that their diagnoses and recommendations may not have their intended effect. Through detailed examination of relevant special education requirements and procedures, this text addresses and clarifies the confusion that clinicians and families often experience about the lack of diagnostic congruence and differing terminology between DSM-5 and IDEA. No other book describes learning disorders and the psychoeducational evaluation process for mental health clinicians who work with these children and adolescents. A chapter on referral and collaboration will inform clinicians who seek deeper educational knowledge about their clients to better guide students and their families.

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18

DelCarmen-Wiggins, Rebecca, and Alice S. Carter, eds. The Oxford Handbook of Infant, Toddler, and Preschool Mental Health Assessment. Oxford University Press, 2019. http://dx.doi.org/10.1093/oxfordhb/9780199837182.001.0001.

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The fully revised and updated Handbook of Infant, Toddler, and Preschool Mental Health Assessment remains the first clinically-informative, research-based reference for those seeking to understand and assess mental health in infants and young children. It describes the latest empirical research on measures and methods of infant and young child assessment and provides clinically applicable information for those seeking to stay apprised of the latest empirical research on measures and procedures in early assessment. Through authoritative examination by leading developmental and clinical scholars, this handbook takes a closer look at current developmentally based conceptualizations of mental health function and dysfunction in infants and young children as well as current and new diagnostic criteria in such as specific disorders as sensory modulation dysfunction, autism spectrum disorders, affective disorders, and post-traumatic stress disorder. Translation and application to a variety of settings is also discussed. The chapters are presented in four sections corresponding to four broad themes: (1) contextual factors in early assessment; (2) temperament and regulation in assessment of young children; (3) early problems and disorders; and (4) translation and varied applied settings for assessment. Each chapter presents state of the science information on valid, developmentally based clinical assessment and makes recommendations based on developmental theory, empirical findings, and clinical experience. Chapters have been revised and updated, and new chapters have been added to cover family assessment, early care and educational environments, new approaches to distinguish temperament from psychopathology, assess language, and implement second stage screening and referral. The volume recognizes and highlights the important role of developmental, social, and cultural contexts in approaching the challenge of assessing early problems and disorders. This new, updated volume will be an ideal resource for teachers, researchers, and wide variety of clinicians and trainees including child psychologists and psychologists, early interventionists, and early special educators.

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