Download Handbook of Child Psychology, 6th Edition vol 4 by Richard M. Lerner, William Damon PDF
By Richard M. Lerner, William Damon
This authoritative four-volume reference spans the complete box of kid improvement and has set the normal opposed to which all different scholarly references are in comparison. up to date and revised to mirror the recent advancements within the box, the 6th variation is certain to be as winning because the earlier variants
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Additional resources for Handbook of Child Psychology, 6th Edition vol 4
Example text
In the following pages, repeated examples underscore how cognitive and emotional dimensions mutually influence and connect with one another in the early years: how, for example, children’s emotional security allows access to cognitive representations, how the emergence of planning skills may be used in the service of emotion regulation, and how adult interactions that support emotional competence also lead to cognitive competence. If the knowledge base for these essential foundations of early learning is to have a positive influence on curriculum and teaching practices, and therefore on outcomes for the children enrolled in early childhood programs, assessment must be another essential and unifying tool.
As this chapter suggests, that relationship is both critically important and more complex than it may appear at first glance. In this chapter, we illustrate and examine these complex relationships by focusing on two foundations of early development and education: the development of cognitive essentials, specifically children’s representational thinking, selfregulation, and planning; and the development of children’s emotional competence, taking as examples the key areas of emotional security and emotion regulation (ER).
In 1975, Irving Sigel, along with colleagues Ruth Saunders and Carol Copple, began the Educating the Young Thinker program in Princeton, New Jersey. , 1984). Based on the idea that actively engaging in mental construction and representation promotes children’s representational abilities and dispositions, teachers in the program frequently engaged preschoolers in anticipating, predicting, recalling, or reconstructing experiences. For example, children planned in considerable detail how to make changes in their playground, prepare for a family night at the preschool, or investigate a science problem.