Synopses & Reviews
Find out what the research says about common early childhood program practices, such as playing "Simon Says" or holding children while feeding themand#151;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 childrenand#8217;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.
Synopsis
Holding babies while feeding them and playing Simon Says with children are important developmental practices that help babies and children form an attachment to their caregiver and regulate their behavior.
With accessible language, this book examines common teaching practices in early childhood programs and the scientific research that supports them. Topics include attachment and exploration, impulse control, and problem-solving.
Synopsis
Shows how research confirms that common early learning practices promote social-emotional development.
About the Author
Dave Riley, PhD, has taught at the University of Wisconsin-Madison for 20 years, where he is the Rothermel-Bascom professor of human ecology in the department of human development and family studies, and child development specialist for the University of Wisconsin-Extension. Ann Ramminger, MS, has over 25 years of experience as a teacher, administrator, trainer, and consultant in various early care and education systems. She is a professional development specialist working for the University of Wisconsin-Madison Waisman Center with emphasis on early intervention, parent leadership, and collaborative processes.