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Record Nr. |
UNINA9910777450203321 |
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Titolo |
Early childhood development and learning [[electronic resource] ] : new knowledge for policy / / Division of Behavioral and Social Sciences and Education, National Research Council, National Academies |
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Pubbl/distr/stampa |
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Washington, DC, : National Academy Press, c2001 |
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Descrizione fisica |
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1 online resource (121 p.) |
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Disciplina |
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Soggetti |
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Child development - Government policy - United States |
Early childhood education - Government policy - United States |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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""EARLY CHILDHOOD DEVELOPMENT AND LEARNING""; ""Copyright""; ""Contents""; ""Overview""; ""AVAILABILITY INFORMATION""; ""From Neurons to Neighborhoods The Science of Early Childhood Development""; ""COMMITTEE ON INTEGRATING THE SCIENCE OF EARLY CHILDHOOD DEVELOPMENT""; ""Executive Summary""; ""PUTTING THE STUDY IN CONTEXT""; ""THE COMMITTEE'S CHARGE""; ""CORE CONCEPTS OF DEVELOPMENT""; ""POLICY AND PRACTICE""; ""All Children Are Born Wired for Feelings and Ready to Learn""; ""Early Environments Matter and Nurturing Relationships Are Essential"" |
""Society Is Changing and the Needs of Young Children Are Not Being Addressed""""Interactions Among Early Childhood Science, Policy, and Practice Are Problematic and Demand Dramatic Rethinking""; ""RESEARCH AND EVALUATION""; ""Integrating Child Development Research, Neuroscience, and Molecular Genetics""; ""Integrating the Basic Science of Human Development and the Applied Science of Early Childhood Intervention""; ""Improving Evaluations of Early Childhood Interventions""; ""CONCLUDING THOUGHTS""; ""Eager to Learn Educating Our Preschoolers""; ""COMMITTEE ON EARLY CHILDHOOD PEDAGOGY"" |
""Executive Summary""""CONTEXT OF THE REPORT AND COMMITTEE CHARGE""; ""NEW UNDERSTANDINGS OF EARLY CHILDHOOD DEVELOPMENT AND PEDAGOGY""; ""VARIATION AMONG CHILDREN""; |
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""QUALITY IN EDUCATION AND CARE""; ""FEATURES OF QUALITY PROGRAMS""; ""CURRICULUM AND PEDAGOGY""; ""ASSESSMENT IN EARLY CHILDHOOD EDUCATION""; ""RECOMMENDATIONS""; ""Professional Development""; ""Educational Materials""; ""Policy""; ""The Public""; ""FUTURE RESEARCH NEEDS""; ""Research on Early Childhood Learning and Development""; ""Research on Programs, Curricula, and Assessment"" |
""Research on Ways to Create Universal High Quality""""CONCLUSION""; ""Preventing Reading Difficulties in Young Children""; ""COMMITTEE ON THE PREVENTION OF READING DIFFICULTIES IN YOUNG CHILDREN""; ""Executive Summary""; ""THE COMMITTEE'S APPROACH""; ""CONCEPTUALIZING READING AND READING INSTRUCTION""; ""RECOMMENDATIONS""; ""Literacy Instruction in First Through Third Grades""; ""Promoting Literacy Development in Preschool and Kindergarten""; ""Education and Professional Development for All Involved in Literacy Instruction""; ""Teaching Reading to Speakers of Other Languages"" |
""Ensuring Adequate Resources to Meet Children's Needs""""Addressing the Needs of Children with Persistent Reading Difficulties""; ""CONCLUSION""; ""How People Learn Brain, Mind, Experience, and School""; ""COMMITTEE ON LEARNING RESEARCH AND EDUCATIONAL PRACTICE""; ""Learning: From Speculation to Science""; ""FOCUS: PEOPLE, SCHOOLS, AND THE POTENTIAL TO LEARN""; ""DEVELOPMENT OF THE SCIENCE OF LEARNING""; ""Learning with Understanding""; ""Pre-Existing Knowledge""; ""Active Learning""; ""Implications for Education""; ""An Evolving Science""; ""Key Findings""; ""Implications for Teaching"" |
""Bringing Order to Chaos"" |
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