Early Childhood Education: Teachers’ Perspectives, Effective Programs and Impacts on Cognitive Development

Kristina Vann (Editor)

Series: Education in a Competitive and Globalizing World
BISAC: EDU051000

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$130.00

Volume 10

Issue 1

Volume 2

Volume 3

Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick

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While current education policy emphasizes academic achievement, it is argued that social-emotional learning (SEL) and cognitive abilities are important foundations of early academic success. This book reviews positive interrelationships among social-emotional learning (SEL), cognitive abilities, and academic achievement in early childhood.

The authors discuss how specific social-emotional competencies promote and are promoted by cognitive abilities. This book also assesses self-regulated learning and its relation to cognitive education; teaching and learning in natural environments; factual teaching and conceptual understanding in early childhood education; metacognition and student-centered teaching styles; and reciprocal teaching. (Imprint: Nova)

Preface

Chapter 1 - Both Together: Social-emotional Learning and Cognition Promote Academic Achievement in Early Childhood Classrooms (pp. 1-12)
Katherine M. Zinsser, Claire G. Christensen and Abby G. Carlson (University of Illinois at Chicago, Chicago, IL, USA)

Chapter 2 - Assessing Self-Regulated Learning and Its Relation to Cognitive Performance in Early Childhood Education (pp. 13-36)
Jesús de la Fuente, Jorge Amate and Mari Carmen González-Torres (University of Almería, Almeria, University of Navarra, Spain)

Chapter 3 - Teaching and Learning in Natural Environments (pp. 37-66)
Brent Mawson (Faculty of Education, The University of Auckland, New Zealand)

Chapter 4 - The Shift from Factual Teaching to Conceptual Understanding in Early Childhood Education: Challenges in Lesson Planning (pp. 67-92)
Maria Birbili (Department of Early Childhood Education, Aristotle University of Thessaloniki, Greece)

Chapter 5 - Metacognition and Student-Centered Teaching Styles in Early Childhood (pp. 93-108)
Chatzipanteli Athanasia (Department of Physical Education and Sport Sciences, University of Thessaly, Greece)

Chapter 6 - Reciprocal Teaching Style and Metacognition in Early Childhood (pp. 109-120)
Chatzipanteli Athanasia and Dean Richard (Department of Physical Education and Sport Sciences, University of Thessaly, Greece)

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