Efnisyfirlit

• Cover
• Title Page
• Copyright
• Dedication
• Contents
• Foreword to the First Edition
• Prologue to the First Edition
• Preface
• PART I. HOW INFANTS LEARN
  • 1. Infants as Active Meaning-Makers
    • Infants Are Born Researchers
    • Infants as Subjects, Not Objects
    • A Triangle of Relationships
    • From Research to Practice: Education Begins in Infancy
  • 2. Relationships Shape the Developing Brain
    • Sequence of Brain Development
    • Experience Wires the Brain
    • Neurons and How They Work
    • Brain Plasticity: Benefit and Risk
    • The Social Brain
    • From Research to Practice: Building Strong Brains
  • 3. Knowledge from the Infant’s Point of View
    • Three Types of Knowledge
    • Learning Within Three Contexts
    • From Research to Practice: Naming Knowledge in Infancy—Foundations for Learning
  • 4. Policies That Support Relationships
    • Primary Care
    • Continuity of Care
    • Small Group Size
    • Culturally Respectful Care
    • From Research to Practice: Reflective Supervision
• PART II. OBSERVING, DOCUMENTING, AND INTERPRETING TO SUPPORT INFANT LEARNING
  • 5. Observing: Where Teaching and Learning Begin
    • Observing, Documenting, and Interpreting
    • Documentation That Supports Curriculum Planning
    • Documentation to Assess Learning
    • Documentation to Engage Families
    • From Research to Practice: Re-visioning Curriculum
  • 6. First Feelings: Emotional Development
    • Attachment
    • How Babies Respond to Stress
    • Proposing Possibilities for Learning
    • From Research to Practice: Infant Mental Health
  • 7. Sense of Self and Other: Social Development
    • Born Looking for Us
    • Holding Others in Mind
    • The Withdrawn Infant
    • Caring and Cooperating
    • Proposing Possibilities for Learning
    • From Research to Practice: Shared Silent Stories
  • 8. Taking Action: Motor Development
    • Self-Organizing Movement Systems
    • Motor Development: Not Universal
    • When Free to Move
    • Perceptual and Motor Challenges
    • Proposing Possibilities for Learning
    • From Research to Practice: Where Babies Find Themselves
  • 9. Thinking: Cognitive Development
    • Infants Investigate
    • Infants Build Concepts
    • Proposing Possibilities for Learning
    • From Research to Practice: How Do We Know They Are Learning?
  • 10. Communicating: Language Development
    • Babies Seek Patterns in Language
    • How the Brain Organizes Language
    • Language Learning: A Shared Social Experience
    • The Emergence of Speech
    • Proposing Possibilities for Learning
    • From Research to Practice: Literacy Begins in Infancy
• PART III. CONTEXTS FOR LEARNING
  • 11. Play Spaces: Contexts for Wonder and Learning
    • Play Spaces with Distinct Identity
    • Familiarity and Surprise
    • Seclusion
    • Pathways to, Not Through, the Play
    • Outdoors as a Learning Environment
    • Safety, Sanitation, and Comfort
  • 12. Care Routines: Contexts for Joy and Learning
    • Welcoming, Peaceful Spaces for Care
    • Care That Invites Participation
    • Meals as Invitation to Participate
    • Diapering as Invitation to Participate
    • Napping as Invitation to Participate
  • 13. Conversation and Interaction: Contexts for Understanding and Learning
    • Respectful Guidance
    • Acknowledge Feelings or Intent
    • Clear Limits: Convey the House Rules
    • Frame a Limited Choice
    • Temperament: A Goodness of Fit
    • Touchpoints
    • Difficult Behavior: A Child Seeking Safety
  • 14. Who Cares for Babies?
    • Access to High-Quality Infant Care
    • Documentation as Tool for Advocacy
• Afterword
• References
• Index
• About the Author

UM RAFBÆKUR Á HEIMKAUP.IS

Bókahillan þín er þitt svæði og þar eru bækurnar þínar geymdar. Þú kemst í bókahilluna þína hvar og hvenær sem er í tölvu eða snjalltæki. Einfalt og þægilegt!

Rafbók til eignar
Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt.

Þú kemst í bækurnar hvar sem er
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Fleiri góðir kostir
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