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Hands On, Minds On: How Executive F..., Claire E. Camer

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Zuletzt aktualisiert am 10. Jul. 2025 14:26:56 MESZAlle Änderungen ansehenAlle Änderungen ansehen

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Artikelzustand
Gut: Buch, das gelesen wurde, sich aber in einem guten Zustand befindet. Der Einband weist nur sehr ...
Book Title
Hands On, Minds On: How Executive Function, Motor, and Spatial...
ISBN
0807759090
EAN
9780807759097
Release Title
Hands On, Minds On: How Executive Function, Motor, and Spatial...
Artist
Claire E. Cameron (author) & Sharon Ritchie (author)
Brand
N/A
Colour
N/A

Über dieses Produkt

Product Identifiers

Publisher
Teacher's College Press
ISBN-10
0807759090
ISBN-13
9780807759097
eBay Product ID (ePID)
243062685

Product Key Features

Number of Pages
192 Pages
Language
English
Publication Name
Hands On, Minds on : How Executive Function, Motor, and Spatial Skills Foster School Readiness
Subject
Educational Psychology, Developmental / Child, Cognitive Psychology & Cognition, Early Childhood (Incl. Preschool & Kindergarten)
Publication Year
2018
Type
Textbook
Author
Claire E. Cameron
Subject Area
Education, Psychology
Format
Trade Paperback

Dimensions

Item Height
0.4 in
Item Weight
9.7 Oz
Item Length
9 in
Item Width
6 in

Additional Product Features

Intended Audience
Scholarly & Professional
LCCN
2018-006577
Reviews
"...by presenting the most up-to-date research, well-designed vignettes, and exercises throughout Hands On, Minds On, Cameron provides an excellent starting point for teachers and teacher educators who are eager to learn more about supporting EF development in children through hands-on activities." -- Teachers College Record
Synopsis
A growing body of research indicates that three foundational cognitive skills--executive function, motor skills, and spatial skills--form the basis for children to make a strong academic, behavioral, and social transition to formal school. Given inequitable early learning environments or "opportunity gaps" in the United States, these skills are also a source of substantial achievement and behavioral gaps. Hands On, Minds On describes the importance of children's foundational cognitive skills for academic achievement in literacy and mathematics, as well as their connections with other areas of school readiness, including physical health, social and emotional development, and approaches to learning. The author emphasizes how social relationships and interactions, both in and outside the classroom, encourage or constrain young children's development in these skills. The book concludes with a summary of the growing evidence in favor of guided object play, which teachers can introduce to children to exercise and strengthen foundational cognitive skills. Book Features: Applies prominent theories from cognitive psychology to explain how children learn in the early childhood classroom. Includes text comprehension review questions, short exercises, and realistic examples of preschool classroom scenarios. Examines different types of play and their association with learning gains, especially for children of lower socioeconomic backgrounds. Proposes shifts in early childhood practice toward guided object play to give all students an opportunity for early success in school., A growing body of research indicates that three foundational cognitive skills?executive function, motor skills, and spatial skills?form the basis for children to make a strong academic, behavioral, and social transition to formal school. Given inequitable early learning environments or ?opportunity gaps? in the United States, these skills are also a source of substantial achievement and behavioral gaps. Hands On, Minds On describes the importance of children?s foundational cognitive skills for academic achievement in literacy and mathematics, as well as their connections with other areas of school readiness, including physical health, social and emotional development, and approaches to learning. The author emphasizes how social relationships and interactions, both in and outside the classroom, encourage or constrain young children?s development in these skills. The book concludes with a summary of the growing evidence in favor of guided object play, which teachers can introduce to children to exercise and strengthen foundational cognitive skills. Book Features: Applies prominent theories from cognitive psychology to explain how children learn in the early childhood classroom. Includes text comprehension review questions, short exercises, and realistic examples of preschool classroom scenarios. Examines different types of play and their association with learning gains, especially for children of lower socioeconomic backgrounds. Proposes shifts in early childhood practice toward guided object play to give all students an opportunity for early success in school., Describes the importance of children's foundational cognitive skills for academic achievement in literacy and mathematics, as well as their connections with other areas of school readiness, including physical health and social and emotional development. The book also examines the growing evidence in favour of guided object play.
LC Classification Number
LB1132.C358 2018

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