Early childhood education : teachers' perspectives, effective programs and impacts on cognitive development / Kristina Vann, editor.

Format:

Book

Contributor:

Vann, Kristina, editor.

Series:

Education in a competitive and globalizing world series.

Education in a Competitive and Globalizing World

Language:

English

Subjects (All):

Early childhood education.

Cognition in children.

Metacognition in children.

Physical Description:

1 online resource (140 p.)

Place of Publication:

New York, New York : Nova Publishers, 2015.

Summary:

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 te

Contents:

EARLY CHILDHOOD EDUCATION: TEACHERS' PERSPECTIVES, EFFECTIVE PROGRAMS AND IMPACTS ON COGNITIVE DEVELOPMENT; EARLY CHILDHOOD EDUCATION: TEACHERS' PERSPECTIVES, EFFECTIVE PROGRAMS AND IMPACTS ON COGNITIVE DEVELOPMENT; Library of Congress Cataloging-in-Publication Data; CONTENTS; PREFACE; Chapter 1: BOTH TOGETHER: SOCIAL-EMOTIONAL LEARNING AND COGNITION PROMOTE ACADEMIC ACHIEVEMENT IN EARLY CHILDHOOD CLASSROOMS; ABSTRACT; SOCIAL AND EMOTIONAL LEARNING IN PRESCHOOLERS; COGNITIVE MILESTONES AT PRESCHOOL AGES; THE INTERSECTION OF SEL AND COGNITION IN CLASSROOM SETTINGS; EVALUATION OF SEL PROGRAMS

SUPPORTING SEL AND ACADEMIC ACHIEVEMENT IN CLASSROOMS CONCURRENTLYCONCLUSION; REFERENCES; Chapter 2: ASSESSING SELF-REGULATED LEARNING AND ITS RELATION TO COGNITIVE PERFORMANCE IN EARLY CHILDHOOD EDUCATION; ABSTRACT; INTRODUCTION; METHOD; RESULTS; DISCUSSION AND CONCLUSION; LIMITATIONS AND FUTURE PROSPECTS; ACKNOWLEDGMENTS; REFERENCES; APPENDIX: ASSESSMENT OBSERVATIONS; Chapter 3: TEACHING AND LEARNING IN NATURAL ENVIRONMENTS; ABSTRACT; INTRODUCTION; RESEARCH SETTINGS; THE RESEARCH DESIGN; DATA COLLECTION AND ANALYSIS; ETHICAL CONSIDERATIONS; FINDINGS; CHILDREN'S LEARNING; TEACHING APPROACHES

TEAM COHESIONINDUCTION INTO THE PROGRAMME; PARENT PARTICIPATION; DEVELOPMENT OF THE PROGRAMME; CONCLUSION; REFERENCES; Chapter 4: THE SHIFT FROM FACTUAL TEACHING TO CONCEPTUAL UNDERSTANDING IN EARLY CHILDHOOD EDUCATION: CHALLENGES IN LESSON PLANNING; ABSTRACT; CONCEPT BASED TEACHING: A NEW EDUCATIONAL TREND?; FACTS VS CONCEPTS; FACTS AND CONCEPTS; TEACHERS AND CONCEPT-BASED TEACHING; CONCEPT-BASED TEACHING IN THE GREEK NATIONAL CURRICULUM; METHODOLOGY; RESULTS; DISCUSSION; IMPLICATIONS FOR TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT; REFERENCES

Chapter 5: METACOGNITION AND STUDENT-CENTERED TEACHING STYLES IN EARLY CHILDHOODABSTRACT; 1.INTRODUCTION; CONCLUSION; REFERENCES; Chapter 6: RECIPROCAL TEACHING STYLE AND METACOGNITION IN EARLY CHILDHOOD; ABSTRACT; INTRODUCTION; METHOD; RESULTS; DISCUSSION AND CONCLUSION; REFERENCES; INDEX

Notes:

Description based upon print version of record.

Includes bibliographical references at the end of each chapters and index.

Description based on online resource; title from PDF title page (ebrary, viewed March 30, 2015).

ISBN:

1-63463-996-0