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Author: Doris R. Entwisle
Publisher: Johns Hopkins University Press
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 626
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Book Description
Author: Doris R. Entwisle
Publisher: Johns Hopkins University Press
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 626
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Book Description
Author: Larry Fenson
Publisher: Brookes Publishing Company
ISBN: 9781557668899
Category : Family & Relationships
Languages : en
Pages : 0
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Book Description
These NCS scannable Words& Sentences forms tap into parents' day?to?day knowledge about their children's language and communication skills between the ages of 16 and 30 months.
Author: Paul Bloom
Publisher: MIT Press
ISBN: 9780262523295
Category : Psychology
Languages : en
Pages : 324
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Book Description
How do children learn that the word "dog" refers not to all four-legged animals, and not just to Ralph, but to all members of a particular species? How do they learn the meanings of verbs like "think," adjectives like "good," and words for abstract entities such as "mortgage" and "story"? The acquisition of word meaning is one of the fundamental issues in the study of mind. According to Paul Bloom, children learn words through sophisticated cognitive abilities that exist for other purposes. These include the ability to infer others' intentions, the ability to acquire concepts, an appreciation of syntactic structure, and certain general learning and memory abilities. Although other researchers have associated word learning with some of these capacities, Bloom is the first to show how a complete explanation requires all of them. The acquisition of even simple nouns requires rich conceptual, social, and linguistic capacities interacting in complex ways. This book requires no background in psychology or linguistics and is written in a clear, engaging style. Topics include the effects of language on spatial reasoning, the origin of essentialist beliefs, and the young child's understanding of representational art. The book should appeal to general readers interested in language and cognition as well as to researchers in the field.
Author: Palermo
Publisher: U of Minnesota Press
ISBN: 1452912076
Category : Association of ideas
Languages : en
Pages : 489
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Book Description
Author: Kathy Hirsh-Pasek
Publisher: MIT Press
ISBN: 9780262581806
Category : Language Arts & Disciplines
Languages : en
Pages : 246
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Book Description
How do children achieve adult grammatical competence? How do they induce syntactical rules from the bewildering linguistic input that surrounds them? The major debates in language acquisition theory today focus not on whether there are some sensitivities to syntactic information but rather which sensitivities are available to children and how they might be translated into the organizing principles that get syntactic learning off the ground. The Origins of Grammar presents a synthesis of work done by the authors, who have pioneered one of the most important methodological advances in language learning in the past decade: the intermodal preferential looking paradigm, which can be used to assess lexical and syntactic knowledge in children as young as 13 months. In addition to drawing together their groundbreaking empirical work, the authors use these results to describe a theory of language learning that emphasizes the role of multiple cues and forces in development. They show how infants shift their reliance on different aspects of the linguistic input, moving from a bias to attend to prosodic information to a reliance on semantic information, and finally to a reliance on the syntax itself. Viewing language acquisition as the product of a biased learner who takes advantage of the information available from a variety of sources in his or her environment, The Origins of Grammar provides a new way of thinking about the process of language comprehension. The analysis borrows insights from theories about the development of mental models, models of early cognitive development and systems theory, and is presented in a way that will be accessible to cognitive and developmental psychologists.
Author: Naeyc
Publisher:
ISBN: 9781938113956
Category : Education
Languages : en
Pages : 400
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Book Description
The long-awaited new edition of NAEYC's book Developmentally Appropriate Practice in Early Childhood Programs is here, fully revised and updated! Since the first edition in 1987, it has been an essential resource for the early childhood education field. Early childhood educators have a professional responsibility to plan and implement intentional, developmentally appropriate learning experiences that promote the social and emotional development, physical development and health, cognitive development, and general learning competencies of each child served. But what is developmentally appropriate practice (DAP)? DAP is a framework designed to promote young children's optimal learning and development through a strengths-based approach to joyful, engaged learning. As educators make decisions to support each child's learning and development, they consider what they know about (1) commonality in children's development and learning, (2) each child as an individual (within the context of their family and community), and (3) everything discernible about the social and cultural contexts for each child, each educator, and the program as a whole. This latest edition of the book is fully revised to underscore the critical role social and cultural contexts play in child development and learning, including new research about implicit bias and teachers' own context and consideration of advances in neuroscience. Educators implement developmentally appropriate practice by recognizing the many assets all young children bring to the early learning program as individuals and as members of families and communities. They also develop an awareness of their own context. Building on each child's strengths, educators design and implement learning settings to help each child achieve their full potential across all domains of development and across all content areas.
Author: Jon Gordon
Publisher: John Wiley & Sons
ISBN: 1119430313
Category : Juvenile Fiction
Languages : en
Pages : 54
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Book Description
From the authors who created the One Word movement, impacting schools, businesses, and sports teams around the world, comes a charming fable that can be read and shared by everyone. If you could choose only one word to help you have your best year ever, what would it be? Love? Fun? Believe? Brave? It’s probably different for everyone. How you find your word is just as important as the word itself. And once you know your word, what do you do with it? In One Word for Kids, bestselling author Jon Gordon—along with coauthors Dan Britton and Jimmy Page—asks these questions to children and adults of all ages, teaching an important life lesson in the process. This engaging, fully illustrated fable follows Stevie, a young boy falling asleep on the first day of school. His teacher gives the class an assignment: to find the one word that will help them have their best year ever. To discover their one word, they must look inside themselves, look up, and look out. At home, Stevie is upset because he can’t find his word. After his dad offers some helpful advice, Stevie excitedly begins the quest for his word. His search helps him discover a lot about himself, what he loves, and what is important to him. An easy read with a powerful message, One Word for Kids appeals to readers of all ages and is an ideal entry point into discussing a valuable lesson in a fun and engaging way.
Author: Edward J. Kame'enui
Publisher: Guilford Press
ISBN: 1462504000
Category : Language Arts & Disciplines
Languages : en
Pages : 370
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Book Description
This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers.
Author: Leo Postman
Publisher: Academic Press
ISBN: 1483268632
Category : Language Arts & Disciplines
Languages : en
Pages : 476
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Book Description
Norms of Word Association contains a heterogeneous collection of word association norms. This book brings together nine sets of association norms that were collected independently at different times during a 15-year period. Each chapter is a self-contained unit. The order in which the norms are presented is arbitrary, although an attempt is made to group together norms that seem to belong together. The 1952 Minnesota norms are presented first, due to "age" and in recognition of the fact that a number of the norms that follow are direct outgrowths of this work. The next three norms in this collection are responses to the Russell-Jenkins stimuli obtained from subjects representing different linguistic communities. A summary of association norms collected from British and Australian subjects are reported along with association norms from German and French college students and French workmen. Four sets of norms that are not directly related to the 1952 Minnesota collection are included. The text will be of interest to historians and researchers in the field of verbal learning and verbal behavior.
Author: Elena Babatsouli
Publisher: Multilingual Matters
ISBN: 1788928431
Category : Language Arts & Disciplines
Languages : en
Pages : 273
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Book Description
This edited book is a collection of studies on protolanguage phonology, referring to the development of children’s autonomous linguistic systems from their first meaningful forms to complete cognitive and articulatory acquisition of language. The volume comprises chapters on child bilingual phonological development, understood as the acquisition or use of more than one linguistic code, whether actual languages, dialects, or communication modes, in an array of contexts. Such contexts include endogenous and exogenous bilingualism, heritage language, bilectalism, trilingualism, and typical and atypical use. The contributed works here will be of interest to researchers and postgraduate students investigating language acquisition in bi-/multilingual settings, as well as those working on child phonological development across a variety of languages.
