Table of Contents
Table of Contents
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)
Index
