Cognitive Styles in Infancy and Early Childhood PDF Download
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Author: Nathan Kogan
Publisher: Psychology Press
ISBN: 1134455658
Category : Psychology
Languages : en
Pages : 163
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Book Description
Originally published in 1976, here is a comprehensive account of the role of cognitive styles in early childhood. The author considers the possible precursors of these styles in infancy, and offers a new classification scheme that helps to clarify the relation of cognitive styles to ability and intelligence. In separate chapters, field independence–dependence, reflection–impulsivity, breadth of categorization, and styles of conceptualization are examined, along with a chapter on the interrelationships between these styles. The final chapter integrates and critically summarizes the significance of cognitive styles during the early years of life. Throughout the volume the author attempts to link cognitive styles with other theoretical constructs (for example, unilinear versus multilinear models of development, Inhelder and Piaget’s studies of classification stages), and finally, the author advances a set of seven conclusions to reflect the contemporary state of knowledge in regard to the character and function of cognitive styles during the early years of life. This volume provides information about the beginnings of cognitive styles in infancy and the course of their development in preschool years. Research is examined both from the viewpoint of developmental change and individual differences among children. The role of sex differences in cognitive styles is thoroughly examined, and, contrary to earlier claims of ‘no difference’, the author convincingly demonstrates that females manifest clear-cut superiority across a wide band of cognitive functions during the pre-school years.
Author: Olivia N. Saracho
Publisher: Routledge
ISBN: 9781138630024
Category :
Languages : en
Pages : 250
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Book Description
Cover page -- Halftitle page -- Title page -- Copyright page -- Title page -- Copyright page -- Contents -- Introduction to the Series -- Preface -- Introduction -- Section I Background Information -- CHAPTER 1 Cognitive styles in children: some evolving trends1 -- CHAPTER 2 Limitations of applying cognitive styles to early childhood education -- CHAPTER 3 Cognitive style and the evaluation of young children's educational programs -- Section II Implications of Cognitive Processes for Classroom Procedures -- CHAPTER 4 An information processing view of field dependence-independence1 -- CHAPTER 5 The importance of cognitive style in children's acquisition of reading skill -- CHAPTER 6 Symbolic play and ideational fluency as aspects of the evolving divergent cognitive style in young children -- CHAPTER 7 The development of cognitive organization in young children: an exploratory study* -- CHAPTER 8 The influence of cognitive style on the teaching practices of elementary teachers -- Section III Implications of Cognitive Style on Diverse Populations -- CHAPTER 9 A bicognitive-multicultural model for a pluralistic education -- CHAPTER 10 Academic literacy in linguistic minority children: the connections between language, cognition and culture -- CHAPTER 11 The influence of perceptual development on cognitive style: cross ethnic comparisons -- CHAPTER 12 Cognitive style and the gifted young child -- Section IV Summary -- CHAPTER 13 Reflecting on individual differences in young children: cognitive style and early education -- About the Contributors -- Index
Author: Nathan Kogan
Publisher:
ISBN: 9781848722576
Category : Cognition in children
Languages : en
Pages : 0
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Book Description
This collection of twenty books is a chance to discover a diverse range of topics across the behavioural sciences. From cognitive to social psychology; psychiatry to psychoanalysis; and many others in between. It includes early works from psychologists who went on to become leaders in their fields; as well as shaping the world of psychology as we know it today. A great opportunity to acquire an eclectic mix of psychology titles from throughout the twentieth century.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 158
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Book Description
Author: Richard Riding
Publisher: Routledge
ISBN: 1134096410
Category : Education
Languages : en
Pages : 248
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Book Description
First Published in 1998. This book deals with what may well turn out to be the missing element in the study of individual differences - cognitive style. Its intention is to distinguish between, and integrate, the research attempts, particularly over the past half century, to make sense of style differences. In several respects this book is unique in that it contains material that is not covered in any other and draws together the various aspects of psychology relevant to the study of individual differences. It is in this sense both a textbook and a source of reference for many professionals working in a range of contexts. The content of the book has relevance for a wide audience.
Author: Olivia N. Saracho
Publisher: Routledge
ISBN: 1351808222
Category : Education
Languages : en
Pages : 246
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Book Description
Cognitive style, a psychological construct, characterizes individual differences in styles of perceiving, remembering, thinking and judging. Originally published in 1990, this volume explores important findings emerging from contemporary research on cognitive style in young children and the implications for classroom practice at the time. Suggestions are provided for using knowledge of cognitive style in classroom settings to match learning tasks to cognitive style and to develop cognitive flexibility. Educators can use knowledge of young children’s and teachers’ cognitive styles to improve the quality of education and educational opportunities for all children.
Author: Sara Meadows
Publisher: Routledge
ISBN: 1351815903
Category : Education
Languages : en
Pages : 107
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Book Description
Originally published in 1988, this volume presented a new understanding of how teachers in early childhood education helped children learn. It carefully and critically reviews different teaching approaches, and evaluates two innovatory teaching techniques which were at the focus of recent action research studies and which complemented the traditional early childhood curriculum at the time. The book is intended for all those concerned with early education, including students in initial training or those doing inservice courses for children between 3 and 7. Its contents will still be of relevance to people interested in playgroups and parent education.
Author: Olivia N. Saracho
Publisher: Praeger
ISBN:
Category : Education
Languages : en
Pages : 232
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Book Description
Some educators feel that children's cognitive styles should be taken into account when learning activities are planned for them. The term cognitive styles refers to one's personal style, and describes an individual's mode of understanding, thinking, remembering, judging, and solving problems; in short, how he or she responds to and makes sense of the world. Assessing this functioning makes more sense than relying on a simple score on a standardized intelligence test. Teachers need to be aware of recent cognitive style research and learn to use the results of this research to plan effective educational programs. This book presents historical perspectives, suggests practical classroom applications, and provides implications for future research.
Author: R. J. Riding
Publisher: Routledge
ISBN: 1853466948
Category : Classroom management
Languages : en
Pages : 129
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Book Description
First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Olivia N. Saracho
Publisher: State University of New York Press
ISBN: 143841868X
Category : Education
Languages : en
Pages : 340
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Book Description
Play has been part of early childhood programs since the initial kindergarten developed by Friedreich Froebel more than one hundred and fifty years ago. While research shows that most teachers value children's play, they often do not know how to guide that play to make it more educational. Too often, in reflecting the value of child-initiated activities, teachers set the stage for children's play, observe it, but hesitate to intervene in that play. They may fear that to intervene is to create a developmentally inappropriate set of educational practices. However, the lack of intervention may limit the educational outcomes of play. Meanwhile, a large body of research exists on different forms of children's play in educational settings that could inform teachers of young children and help them to improve their practice and support more educational play. Saracho and Spodek bring together much of that research in an accessible volume for early childhood teachers and teacher educators.
Author: Jeanne Galbraith
Publisher: Cambridge Scholars Publishing
ISBN: 1443859648
Category : Education
Languages : en
Pages : 435
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Book Description
Contemporary Perspectives and Research on Early Childhood Education is a welcome addition to the field of early childhood education. This book enhances the understanding of different approaches to curriculum and instruction; appropriate assessment strategies; the role of math and science in children’s development; the importance of seeing the whole child and ensuring children develop holistically through play and arts; training effective teachers; and the importance of helping parents to be better supporters of their children. Along with this comprehensive content, the book also contains diverse methodologies including qualitative, quantitative and mixed-method approaches, which will further enrich the reader’s perspective and understanding of a wide range of topics in the field. Thus, this book creates a platform for researchers and practitioners to share and discuss research findings, expertise, and experiences about early childhood education.
