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Challenges conventional views about standardized testing to argue that success is more determined by self-discipline, and describes the work of pioneering researchers and educators who have enabled effective new teaching methods.
For much of human evolution, the natural world was one of the most important contexts of children's maturation. Indeed, the experience of nature was, and still may be, a critical component of human physical, emotional, intellectual, and even moral development. Yet scientific knowledge of the significance of nature during the different stages of childhood is sparse. This book provides scientific investigations and thought-provoking essays on children and nature. Children and Nature incorporates research from cognitive science, developmental psychology, ecology, education, environmental studies, evolutionary psychology, political science, primatology, psychiatry, and social psychology. The authors examine the evolutionary significance of nature during childhood; the formation of children's conceptions, values, and sympathies toward the natural world; how contact with nature affects children's physical and mental development; and the educational and political consequences of the weakened childhood experience of nature in modern society.
First published in 1990, Children and Childhood in Classical Athens was the first book in English to explore the lives of children in ancient Athens. Drawing on literary, artistic, and archaeological sources as well as on comparative studies of family history, Mark Golden offers a vivid portrait of the public and private lives of children from about 500 to 300 B.C. Golden discusses how the Athenians viewed children and childhood, describes everyday activities of children at home and in the community, and explores the differences in the social lives of boys and girls. He details the complex bonds among children, parents, siblings, and household slaves, and he shows how a growing child’s changing roles often led to conflict between the demands of family and the demands of community. In this thoroughly revised edition, Golden places particular emphasis on the problem of identifying change over time and the relationship of children to adults. He also explores three dominant topics in the recent historiography of childhood: the agency of children, the archaeology of childhood, and representations of children in art. The book includes a completely new final chapter, text and notes rewritten throughout to incorporate evidence and scholarship that has appeared over the past twenty-five years, and an index of ancient sources.
"This is one of the best texts on this subject to emerge in recent years ù well written, scholarly with practice accounts that draw on Michelle Lefevre's direct experience. An essential text for all practitioners who encounter children and young people in their work."-Pam Trevithick, University of Bristol "This highly readable book makes a valuable contribution to an important but undeveloped area of practice. It combines theoretical perspectives on the dynamics of communication with children with opportunities for application, reflection and evaluation of one's own practice."-Karen Tanner, Senior Clinical Lecturer in Social Work, Tavistock Clinic Direct practice with children and young people has moved to centre stage in policy and practice within Children' Services. It is now recognised that if practitioners are to make a real difference to children and young people's lives, they must be able to engage, relate to, and communicate with children and young people themselves. Written by an experienced practitioner and educator, this timely textbook equips student social workers and other practitioners wishing to update their learning with the knowledge and capabilities needed for effective practice. Key skills, such as how to form relationships, understand non-verbal communication, break bad news and communicate within family groupings, are explored within the context of professional rotes and tasks such as assessment, involving young, people in decision-making and planning, and work with children in care. The book uses a problem-based learning;approach underpinned by theoretical frameworks, research findings and the voices of children and young people. Practice vignettes encourage readers to consider how these skills can be used within a range of practice contexts, tailoring communication to children and young people's specific needs and experiences.
This 8th Edition of Moss and Adams' Heart Disease in Infants, Children, and Adolescents: Including the Fetus and Young Adult, provides updated and useful information from leading experts in pediatric cardiology. Added chapters and a companion web site that includes the full text with bonus question and answer sections make this Moss and Adams’ edition a valuable resource for those who care for infants, children, adolescents, young adults, and fetuses with heart disease. Features: · Access to online questions similar to those on the pediatric cardiology board examination to prepare you for certification or recertification · Leading international experts provide state-of-the-art diagnostic and interventional techniques to keep you abreast of the latest advances in treatment of young patients · Chapters on quality of life, quality and safety, pharmacology, and research design add to this well-respected text
Instant New York Times Bestseller New York Times Notable Children's Books of 2018 TIME Top 10 Best YA and Children's Books of 2018 NPR's Book Concierge 2018 Great Reads List Buzzfeed's 24 Best YA Books of 2018 Bustle's Top 25 Best Young Adults Books of 2018 2018 Kirkus Prize Finalist YALSA William C. Morris YA Debut Award Finalist Paste Magazine’s 30 Best YA Novels of 2018 Newsweek’s 61 Best Books from 2018 Boston Globe’s Best Children's Books of 2018 Publishers Weekly Best YA Books of 2018 School Library Journal Best Books of 2018 With five starred reviews, Tomi Adeyemi’s West African-inspired fantasy debut, and instant #1 New York Times Bestseller, conjures a world of magic and danger, perfect for fans of Leigh Bardugo and Sabaa Tahir. They killed my mother. They took our magic. They tried to bury us. Now we rise. Zélie Adebola remembers when the soil of Orïsha hummed with magic. Burners ignited flames, Tiders beckoned waves, and Zélie’s Reaper mother summoned forth souls. But everything changed the night magic disappeared. Under the orders of a ruthless king, maji were killed, leaving Zélie without a mother and her people without hope. Now Zélie has one chance to bring back magic and strike against the monarchy. With the help of a rogue princess, Zélie must outwit and outrun the crown prince, who is hell-bent on eradicating magic for good. Danger lurks in Orïsha, where snow leoponaires prowl and vengeful spirits wait in the waters. Yet the greatest danger may be Zélie herself as she struggles to control her powers and her growing feelings for an enemy. "A phenomenon." —Entertainment Weekly “The epic I’ve been waiting for.” —New York Times-bestselling author Marie Lu “You will be changed. You will be ready to rise up and reclaim your own magic!” —New York Times-bestselling author Dhonielle Clayton “The next big thing in literature and film.” —Ebony “One of the biggest young adult fiction debut book deals of theyear.” —Teen Vogue This title has Common Core connections. #1 New York Times bestseller, March 14, 2018
The city-run early childhood program of Reggio Emilia, Italy, has become recognized and acclaimed as one of the best systems of education in the world. Over the past forty years, educators there have evolved a distinctive innovative approach that supports children's well-being and fosters their intellectual development through a systematic focus on symbolic representation. Young children (from birth to age six) are encouraged to explore their environment and express themselves through many languages, or modes of expression, including words, movement, drawing, painting, sculpture, shadow play, collage, and music. Leading children to surprising levels of symbolic skill and creativity, the system is not private and elite but rather involves full-day child care open to all, including children with disabilities. This new Second Edition reflects the growing interest and deepening reflection upon the Reggio approach, as well as increasing sophistication in adaptation to the American context. Included are many entirely new chapters and an updated list of resources, along with original chapters revised and extended. The book represents a dialogue between Italian educators who founded and developed the system and North Americans who have considered its implications for their own settings and issues. The book is a comprehensive introduction covering history and philosophy, the parent perspective, curriculum and methods of teaching, school and system organization, the use of space and physical environments, and adult professional roles including special education. The final section describes implications for American policy and professional development and adaptations in United States primary, preschool, and child care classrooms.
What kinds of childrearing practices foster the development of helping, sharing, and other prosocial behaviors? What roles do biology and culture play in the development of prosocial behavior? This book reviews and summarizes scholarly research that has been devoted to the development of prosocial behavior in children, and examines the various factors and influences that contribute to children's prosocial development, including the media, parents, peers, biology, culture, personal characteristics, and situational determinants. The authors argue that prosocial behavior can be learned and is modifiable, and they suggest techniques for parents, teachers and others to enhance prosocial development. They attempt to communicate the advances in the study of prosocial development that have taken place over the past decade and highlight questions previously unaddressed by researchers, and suggests areas for future work. This text is well-suited for undergraduate and graduate courses in child development and social psychology.