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Young Children Learning (Understanding Children's Worlds)

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Young Children Learning (Understanding Children's Worlds) Cover

 

Synopses & Reviews

Publisher Comments:

This fascinating account of an unusual research project challenges many assumptions about how young children learn and how best to teach them. In particular it turns upside-down the commonly held belief that professionals know better than parents how to educate and bring up children; and it throws doubt on the theory that working-class children underachieve at school because of a language deficit at home. The second edition of this bestselling text includes a new introduction by Judy Dunn.

Fascinating account of an unusual research project challenges many assumptions about how young children.

Turns upside-down the commonly held belief that professionals know better than parents how to educate and bring up children.

Throws doubt on the theory that working-class children underachieve at school because of a language deficit at home.

The authors' evidence is the children's own conversations which are quoted extensively and are delightful.

The second edition of this bestselling text includes an introduction by Judy Dunn.

Synopsis:

The second edition of this best-selling text includes a new introduction by Judy Dunn and offers the reader a fascinating account of an unusual research project that challenges many assumptions about how young children learn and how best to teach them. In particular it turns upside-down the commonly held belief that professionals know better than parents how to educate and bring up children; and it throws doubt on the theory that working-class children underachieve at school because of a language deficit at home. The authors' evidence is the children's own conversations which are quoted extensively and are delightful. Their account raises important issues about nursery schools and how they affect some children; and it persuades us, above all, to value parenting more highly, and to have fresh respect for the intellectual capabilities of young minds. This book will appeal to a wide readership, including early years professionals, developmental psychologists, and the parents of young children.

About the Author

Barbara Tizard is Emeritus Professor at the Institute of Education, the University of London, where she was formerly Director of the Thomas Coram Research Unit. All her research with children and young people has been concerned to provide a sounder basis for the decisions, practices and policies that help to shape their lives and their development. Her books include Adoption: A Second Chance (1970), Involving Parents in Nursery and Infant Schools (with Burchell and Mortimore, 1978), Young Children at School in the Inner City (with Blatchford, Burke, Farquhar, and Plewis, 1988), and Black, White, or Mixed Race? Race and Racism in the lives of Young People (with Phoenix, 1993).

Martin Hughes is Professor in the Psychology of Education and Head of School at the Graduate School of Education, University of Bristol. He has researched and written widely on children’s learning of mathematics, reading and computers, on the relationship between home and school, and on the role of parents in their children’s education. Between 1991 and 1997 he directed the ESRC research programme on ‘Innovation and Change in Education: The Quality of Teaching and Learning’. He is the author or editor of several books, including Parents and their Children's Schools (with Wikeley and Nash, Blackwell Publishers, 1994), Perceptions of Teaching and Learning (1994), Progression in Learning (1995) and Teaching and Learning in Changing Times (with Desforges and Mitchell, 2000).

Table of Contents

Foreword: Judy Dunn.

Preface.

1. Why We Studied Children Learning.

2. How We Carried Out this Study.

3. Learning at Home: Play, Games, Stories and ‘Lessons'.

4. Learning at Home: Living and Talking Together.

5. The Puzzling Mind of the Four-Year-Old.

6. Working-class Verbal Deprivation: Myth or Reality?.

7. An Afternoon with Donna and Her Mother.

8. How the Children Fared at Nursery School.

9. The Working-class Girls, Including Donna, at School.

10. The Gap Between Home and Nursery School.

11. Young Children Learning.

Statistical Appendix.

Notes.

Index of Children.

General Index.

Product Details

ISBN:
9780631236153
Author:
TIZARD, BARBARA (INSTITUTE OF EDUCATION, LONDON)
Publisher:
John Wiley & Sons
Author:
Martin Hughe
Author:
S
Author:
Hughes, Martin
Author:
Tizard
Location:
Malden, MA
Subject:
Children
Subject:
Home and school
Subject:
Educational Psychology
Subject:
Teacher-student relationships
Subject:
Mother and child
Subject:
Learning, psychology of
Subject:
Nursery schools
Subject:
Cognition in children
Subject:
Speech and social status.
Subject:
Developmental - Child
Subject:
Psychotherapy - Child & Adolescent
Subject:
Developmental Psychology
Subject:
Psychology-Child Psychology
Subject:
Infancy
Copyright:
Edition Number:
2
Edition Description:
2ND ED
Series:
UNDERSTANDING CHILDREN'S WORLDS S.
Series Volume:
3
Publication Date:
February 2003
Binding:
TRADE PAPER
Grade Level:
General/trade
Language:
English
Illustrations:
Y
Pages:
264
Dimensions:
229 x 152 in.

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Related Subjects

Education » General
Health and Self-Help » Child Psychology » General
Health and Self-Help » Health and Medicine » Medical Specialties
Health and Self-Help » Psychology » Child Psychology
Humanities » Philosophy » General

Young Children Learning (Understanding Children's Worlds) New Trade Paper
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Product details 264 pages Blackwell Publishers - English 9780631236153 Reviews:
"Synopsis" by , The second edition of this best-selling text includes a new introduction by Judy Dunn and offers the reader a fascinating account of an unusual research project that challenges many assumptions about how young children learn and how best to teach them. In particular it turns upside-down the commonly held belief that professionals know better than parents how to educate and bring up children; and it throws doubt on the theory that working-class children underachieve at school because of a language deficit at home. The authors' evidence is the children's own conversations which are quoted extensively and are delightful. Their account raises important issues about nursery schools and how they affect some children; and it persuades us, above all, to value parenting more highly, and to have fresh respect for the intellectual capabilities of young minds. This book will appeal to a wide readership, including early years professionals, developmental psychologists, and the parents of young children.
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