Social & Emotional Development: Connecting Science and Practice in Early Childhood SettingsRedleaf Press, 2007年10月29日 - 144 頁 Find out what the research says about common early childhood program practices, such as playing "Simon Says" or holding children while feeding them—time-tested activities you intuitively know help young children. Social and Emotional Development explores the effectiveness of these early learning tools and helps answer the question, "Why do we do what we do?" Children in child care centers often spend large chunks of time on activities without an obvious academic component, such as learning to dance to different tempos. Research shows, however, that these activities promote children’s social and emotional development. This practical and accessible book explains the research behind many common, wise early childhood practices, as well as the shortcomings of others. Key topics include: How to help children form a strong attachment with an adult and foster a feeling of security. The importance of peer relationships and how to help children learn to take turns, develop empathy, and not act selfishly. Three forms of self-regulation: controlling impulsive behavior, developing problem-solving ability, and learning to regulate emotions. |
內容
Introduction | 1 |
Why We Hold a Crying Baby Attachment and Exploration | 5 |
Why We Talk about How the Bunny Feels Friendship and Prosocial Behavior | 35 |
Why We Play Simon Says Learning SelfRegulation | 65 |
Why We Keep a Pot of Coffee FamilyCentered Care and Education | 94 |
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ability actions activities ADHD adult–child adults Anti-bias curriculum Attachment theory babies begin better Books calm caregiver chil child care program child care teachers Child Development children’s development comfort create cultures curriculum Dave Riley delay gratification Developmental Psychology dramatic play dren early care early child early childhood education early childhood programs Early Childhood Settings early childhood teachers Early Learning Standards Education of Young education programs Emotional Development example experience exploration families family-centered father feel four-year-olds friends friendship frustrated Greenwillow help children learn High/Scope important impulse control infants insecure Maria Montessori mothers NAEYC observe one’s parent involvement parent–child partnership peer relationships person perspective-taking predictability preschool preschool-aged Promising Practice prosocial behavior Redleaf Press response role routines says secure attachment self-control share Social and Emotional social skills staff strategies talk teach children tion toddlers toys understand Wisconsin York young children