Early childhood development : a multicultural perspective (Record no. 16780)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 15001nam a22001817a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20200724114842.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 181210b ||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9780132868594 |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | PK-IsLIS |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Edition number | 6th ed. |
| Classification number | 372.21 |
| Item number | Sm511 |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Trawick-Smith, Jeffrey |
| 245 ## - TITLE STATEMENT | |
| Title | Early childhood development : a multicultural perspective |
| Statement of responsibility, etc | / Jeffrey Trawick Smith |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication, distribution, etc | Boston : |
| Name of publisher, distributor, etc | Pearson Education, |
| Date of publication, distribution, etc | 2014 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xii, 564 p. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Child development. Early childhood education. Multicultural education. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Books |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | How Have Views on Childhood Changed Over the Years? --<br/>Western Perspectives Throughout History --<br/>Non-Western Perspectives Throughout History --<br/>Why Study Early Childhood Development? --<br/>A Guide to Interactions with Children --<br/>A Guide to Curriculum Planning --<br/>A Guide to Observing Children and Identifying Special Needs --<br/>A Guide to Understanding and Appreciating Diversity --<br/>A Guide to Advocacy and the Shaping of Public Policy --<br/>Why Study Early Childhood Development from a Multicultural Perspective? --<br/>Summary --<br/>Research Into Practice --<br/>ch. 2 Research and Assessment in Early Childhood Development --<br/>Research on Young Children --<br/>Early Child Study --<br/>Correlational Studies --<br/>Experimental Studies --<br/>Multicultural Critique of Traditional Research --<br/>Qualitative/Ethnographic Studies --<br/>Assessment of Young Children Note continued: The Assessment and Accountability Movement --<br/>Summative Assessment --<br/>Formative Assessment --<br/>Assessment to Identify Disabilities --<br/>Summary --<br/>Research Into Practice --<br/>ch. 3 Theories of Child Development --<br/>Maturationist Theory --<br/>Working with Adam --<br/>Critique and Multicultural Analysis --<br/>Behaviorist Theory --<br/>Classical and Operant Conditioning --<br/>Social Learning Theory --<br/>Working with Adam --<br/>Critique and Multicultural Analysis --<br/>Psychoanalytic Theory --<br/>Erikson's Ages of Emotional Development --<br/>Working with Adam --<br/>Critique and Multicultural Analysis --<br/>Cognitive-Developmental Theory --<br/>Working with Adam --<br/>Critique and Multicultural Analysis --<br/>Sociocultural Theory --<br/>Working with Adam --<br/>Critique and Multicultural Analysis --<br/>Information Processing Theory --<br/>Working with Adam --<br/>Critique and Multicultural Analysis --<br/>Ecological Systems Theory --<br/>Working with Adam --<br/>Critique and Multicultural Analysis Note continued: Neuroscience and Theories of Development --<br/>Neuroscience and Maturationist Theory: Working with Adam --<br/>Neuroscience and Behaviorist Theory: Working with Adam --<br/>Neuroscience and Psychoanalytic Theory: Working with Adam --<br/>Neuroscience and Cognitive-Developmental, Sociocultural, and Information Processing Theories: Working with Adam --<br/>Neuroscience and Ecological Systems Theory: Working with Adam --<br/>Summary --<br/>Research Into Practice --<br/>ch. 4 Genetics, Prenatal Development, and Birth --<br/>Genetics: The Biological Steps to Becoming a Unique Human Being --<br/>Genes and Chromosomes --<br/>Hereditary Diseases --<br/>Genetics from a Multicultural Perspective --<br/>Becoming Human --<br/>Becoming an Individual --<br/>Becoming an Individual Within a Cultural Group --<br/>Prenatal Development --<br/>Environmental Influences on Prenatal Development --<br/>Teen Pregnancy --<br/>Prenatal Development and the Brain --<br/>Childbirth --<br/>Western Childbirth Procedures --<br/>Childbirth Across Cultures --<br/>Summary Note continued: Research Into Practice --<br/>ch. 5 The Newborn --<br/>Physical Characteristics of Newborns --<br/>Newborn Psychological States --<br/>Sleeping --<br/>Alert and Waking Activity States --<br/>Crying --<br/>Breastfeeding --<br/>Reflexes --<br/>Exploration and Habituation --<br/>Newborns with Special Needs --<br/>Genetic Disorders --<br/>Environmental Risk Factors --<br/>Poor Health Status and Prematurity --<br/>Protecting the Newborn Brain --<br/>Summary --<br/>Research Into Practice --<br/>ch. 6 Physical Growth of Infants and Toddlers --<br/>Physical Growth and Motor Development of Infants --<br/>Trends in Physical Growth --<br/>Motor Abilities --<br/>Physical Growth and Motor Development of Toddlers --<br/>Toddler Motor Abilities --<br/>Toddler Self-Care Skills --<br/>Perceptual Development of Infants --<br/>Vision --<br/>Hearing --<br/>Taste and Smell --<br/>Touch --<br/>Toddler Perceptual Development --<br/>Brain Growth of Infants and Toddlers --<br/>How the Brain Works --<br/>The Super-Dense Infant and Toddler Brain --<br/>Promoting Infant and Toddler Brain Growth Note continued: Prime Time for Brain Growth --<br/>Classroom Adaptations: Infants and Toddlers with Perceptual-Motor Challenges --<br/>Visual Impairment --<br/>Hearing Impairment --<br/>Other Conditions That Affect Perception and Motor Ability --<br/>Infant and Toddler Obesity --<br/>Summary --<br/>Research Into Practice --<br/>ch. 7 Cognitive Development of Infants and Toddlers --<br/>Piaget's View of Infant and Toddler Intelligence --<br/>Piaget's Substages --<br/>A Multicultural Critique of Piaget's Theory --<br/>Neuroscience and Piaget's Theory --<br/>Other Cognitive Abilities --<br/>Infant Memory --<br/>Toddler Memory --<br/>Infant Attention --<br/>Toddler Attention --<br/>Infant and Toddler Play and Cognitive Development --<br/>Variations In Cognitive Development --<br/>Culture and Cognitive Development --<br/>Poverty --<br/>Challenging Conditions and Cognitive Development --<br/>Families, Culture, and Infants and Toddlers with Special Needs --<br/>Early Intervention --<br/>Classroom Adaptations: Infants and Toddlers with Cognitive Disabilities --<br/>Summary Note continued: Research Into Practice --<br/>ch. 8 Infant and Toddler Language and Literacy --<br/>Receptive Communication --<br/>Speech Perception --<br/>Understanding Words --<br/>Productive Communication --<br/>Infant Crying --<br/>Infant Noises and Gestures --<br/>Infant Babbling --<br/>Infants' First Words --<br/>Toddlers' Word Use --<br/>Toddlers' Two-Word Utterances --<br/>Infant and Toddler Language Learning and The Brain --<br/>Infant and Toddler Literacy --<br/>Infant Literacy Experiences --<br/>Reading with Toddlers --<br/>Classroom Adaptations: Infants and Toddlers with Language Delays --<br/>Hearing Impairment and Infant and Toddler Language --<br/>Down Syndrome and Infant and Toddler Language --<br/>General Language Delay --<br/>Summary --<br/>Research Into Practice --<br/>ch. 9 Infant and Toddler Social and Emotional Development --<br/>Trust and Attachment --<br/>Attachment Formation --<br/>Separation Anxiety and Stranger Anxiety --<br/>Types of Attachment --<br/>Cultural Variations in Infant Attachment --<br/>Parenting Behaviors, Attachment, and Culture Note continued: Attachment and Disabilities --<br/>Attachment and Family Stress --<br/>Attachment Interventions --<br/>Infant and Toddler Care and Attachment --<br/>Attachment and the "Social Brain" --<br/>Autonomy of Toddlers --<br/>Cultural Variations in Autonomy --<br/>Temperament --<br/>Temperament and Attachment --<br/>Temperament and Culture --<br/>Temperament and the Brain --<br/>Early Emotions --<br/>Emotions and Culture --<br/>Infant and Toddler Emotions and the Brain --<br/>Infant and Toddler Relationships and Egocentrism --<br/>Classroom Adaptations: The Social and Emotional Development of Infants and Toddlers with Disabilities --<br/>Summary --<br/>Research Into Practice --<br/>ch. 10 Preschool Physical and Motor Development --<br/>Physical Growth --<br/>Gross Motor Development --<br/>Cultural Variations in Motor Skills --<br/>Cultural Variations in Activity Level --<br/>Motor Play and Culture --<br/>Running and Walking --<br/>Climbing and Jumping Down --<br/>Catching and Throwing --<br/>Balancing --<br/>Rough-and-Tumble Play --<br/>The Body-Brain Connection Note continued: Fine Motor Development --<br/>Artistic Development --<br/>Drawing Development: A Traditional View --<br/>Drawing and Culture: The Reggio Emilia Perspective --<br/>Artistic Expression and the Brain --<br/>Gender and Motor Development --<br/>Personal and Family Life Skills --<br/>Classroom Adaptations: Preschoolers with Physically Challenging Conditions --<br/>Neurological and Perceptual Disorders --<br/>Attention-Deficit/Hyperactivity Disorder --<br/>Malnutrition --<br/>Obesity --<br/>Early Intervention --<br/>Summary --<br/>Research Into Practice --<br/>ch. 11 Cognitive Development in the Preschool Years --<br/>Cognitive Development in the Preschool Years: Piaget's Theory --<br/>Characteristics of Preoperational Thought --<br/>Piagetian Tasks --<br/>Criticisms of Piagetian Theory --<br/>Cultural Variations --<br/>Flaws in Research --<br/>Vygotsky's Perspective on Cognitive Development --<br/>Culture and Social and Language Interactions --<br/>Information Processing Perspective on Preschool Cognition --<br/>Attention --<br/>Theories of the Mind Note continued: Variations in Theories of the Mind --<br/>Executive Function and the Brain --<br/>Academic Skills and the Standards Movement --<br/>Classroom Adaptations: Preschoolers with Cognitive Disabilities --<br/>Summary --<br/>Research Into Practice --<br/>ch. 12 Symbolic Thought: Play, Language, and Literacy in the Preschool Years --<br/>Sociodramatic Play --<br/>Sociodramatic Play and Cognition --<br/>Components of Sociodramatic Play --<br/>Sociodramatic Play Intervention --<br/>Sociodramatic Play, Class, and Culture --<br/>Classroom Adaptations: Facilitating The Play of Children with Special Needs --<br/>Play and Visual Impairments --<br/>Play and Hearing Impairments --<br/>Play and Cognitive Disabilities --<br/>Play and Autism --<br/>Sociodramatic Play and the Brain --<br/>First- and Second-Language Acquisition --<br/>Phonology --<br/>Semantics --<br/>Syntax --<br/>Pragmatics --<br/>Bilingual Preschools --<br/>The Brain's Role in Learning a Second Language --<br/>Literacy Development --<br/>Writing --<br/>Reading --<br/>Phonemic Awareness --<br/>Promoting Early Literacy Note continued: Cultural Variations in Emergent Literacy --<br/>Classroom Adaptations: Addressing Language and Literacy Delays --<br/>Summary --<br/>Research Into Practice --<br/>ch. 13 Social and Emotional Development of Preschoolers --<br/>Emotional Growth in the Preschool Years --<br/>Initiative Versus Guilt --<br/>Social Initiative --<br/>Initiative and Self-Concept --<br/>Initiative and Culture --<br/>Social Competence --<br/>Peer Status: Children Who are Popular, Rejected, and Neglected --<br/>Friendships --<br/>Social Participation --<br/>Positive and Negative Social Behaviors --<br/>The Brain and Social Behaviors --<br/>Culture and Social Competence --<br/>Culture and Prosocial Behaviors --<br/>Play --<br/>Access to Peers --<br/>Friendliness and Shyness --<br/>Rough Play and Teasing --<br/>Social Interaction and Second-Language Acquisition --<br/>Peer Acceptance and Culture --<br/>Other Sources of Variation in Social Competence --<br/>Poverty and Family Stressors --<br/>Siblings --<br/>Child Care --<br/>Gender and Social Development Note continued: Classroom Adaptations: Social Competence and Young Children with Disabilities --<br/>Summary --<br/>Research Into Practice --<br/>ch. 14 Physical Growth and Motor Development in the Primary Years --<br/>Physical Appearance and Stature --<br/>Cultural Variations in Physical Growth --<br/>Poverty and Health Status of Primary-Age Children --<br/>Illness --<br/>Nutrition --<br/>Obesity --<br/>Injury --<br/>Violence --<br/>Homelessness --<br/>Motor Development in the Primary Years --<br/>The Body-Brain Connection --<br/>Motor Play and Culture --<br/>Functional Play --<br/>Rough-and-Tumble Play --<br/>Pretend Play --<br/>Games with Rules --<br/>Teasing Play --<br/>Rituals --<br/>Modern Threats to Motor Play --<br/>Television --<br/>School Policy --<br/>Classroom Adaptations: Physically Challenging Conditions --<br/>Cerebral Palsy --<br/>Duchenne Muscular Dystrophy --<br/>Spina Bifida --<br/>Meeting Special Motor Needs in School --<br/>Attention-Deficit/Hyperactivity Disorder --<br/>Summary --<br/>Research Into Practice --<br/>ch. 15 Cognitive Development in the Primary Years Note continued: Schools Across Cultures --<br/>Intelligence --<br/>Uses of IQ Tests in School --<br/>Analysis and Multicultural Critique of IQ Testing --<br/>Piaget's Theory of Cognitive Development --<br/>Assimilation and Accommodation --<br/>The Concrete Operational Stage --<br/>Piaget's Theory and Traditional School Subjects --<br/>Analysis and Multicultural Critique of Piaget's Theory --<br/>Underestimates of Competence --<br/>Culture and Cognitive Abilities --<br/>Vygotsky's View of Language and Social Interaction --<br/>Memory --<br/>Types of Memory --<br/>Memory and the Brain --<br/>Memory and Culture --<br/>Metacognition --<br/>Rehearsal --<br/>Labeling and Organization --<br/>Paying Attention --<br/>Metacognition in School --<br/>Culture and School Success --<br/>Clashes in Cognitive Style --<br/>Poor Schools and Teaching --<br/>Family Attitudes Toward School --<br/>School and the Standards Movement --<br/>Classroom Adaptations: Primary-Grade Children with Cognitive Disabilities --<br/>Learning Disabilities --<br/>Children Who are Gifted and Talented Note continued: Meeting Diverse Cognitive Needs in One Classroom --<br/>Summary --<br/>Research Into Practice --<br/>ch. 16 Language and Literacy in the Primary Years --<br/>First- and Second-Language Acquisition --<br/>Phonology --<br/>Semantics --<br/>Syntax --<br/>Metalinguistic Awareness --<br/>Pragmatics --<br/>Bilingual Education --<br/>Literacy Development --<br/>Writing in the Primary Years --<br/>Reading Development --<br/>Literacy and Culture --<br/>Biliteracy --<br/>Classroom Adaptations: Language, Literacy, and Children with Special Needs --<br/>Reading and the Brain --<br/>Summary --<br/>Research Into Practice --<br/>ch. 17 Social and Emotional Development in the Primary Years --<br/>A Sense of Competence --<br/>Development of Feelings of Competence --<br/>A Sense of Competence in School --<br/>Types of Self-Esteem --<br/>Competence Versus Social Acceptance --<br/>Feelings of Control --<br/>Feelings of Moral Self-Worth --<br/>Integrating the Types of Self-Esteem --<br/>Self-Esteem and Culture --<br/>Inclusive Views of Self Note continued: Cultural Competencies and Criteria for Self-Evaluation --<br/>Culture and Feelings of Control --<br/>Culture and Feelings of Moral Self-Worth --<br/>Self-Esteem, Prejudice, and the Myth of Self-Hatred --<br/>Early Identity Formation --<br/>Gender Identity --<br/>Ethnic Identity --<br/>Peer Relationships --<br/>The Peer Group --<br/>Peer Rejection and Reputation --<br/>Children Who are Neglected --<br/>Friendships --<br/>Peer Relations, Culture, and Class --<br/>Moral Development --<br/>Critiques of Kohlberg --<br/>Classroom Adaptations: Social Competence and Children with Special Needs --<br/>Serious Emotional Disturbance --<br/>Autism and Social Competence --<br/>ADHD and Social Competence --<br/>Invisible Disabilities and Peer Acceptance --<br/>Peer Relationships and the Brain --<br/>Summary --<br/>Research Into Practice --<br/>ch. 18 Parents, Families, and Children: A Multicultural Perspective --<br/>Types of Families --<br/>Nuclear Families --<br/>Extended Families --<br/>Single-Parent Families --<br/>Gay and Lesbian Families --<br/>Foster Families Note continued: Adoptive Families --<br/>Family Members Who Influence Children's Development --<br/>Fathers --<br/>Grandparents --<br/>Siblings --<br/>Friends Who Are Like Family --<br/>Parent Beliefs About Child Development --<br/>Poverty and Beliefs About Children --<br/>Oppression and Beliefs About Children --<br/>Parenting Beliefs and Professional Practice --<br/>Parenting Styles --<br/>Adult-Child Interactions --<br/>Parent Communication --<br/>Responses to Crying --<br/>Teaching Behaviors --<br/>Carrying and Holding Practices --<br/>Family Stressors and Resilience --<br/>Divorce --<br/>Addiction and Substance Abuse --<br/>Homelessness --<br/>Teachers as a Protective Factor --<br/>Summary --<br/>Research Into Practice. |
| Withdrawn status | Damaged status | Not for loan | Home library | Current library | Date acquired | Source of acquisition | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|
| UE-Central Library | UE-Central Library | 10.12.2018 | U.E. | 372.21 Sm511 | T3190D | 16.11.2020 | 10.12.2018 | Books |
