LEADER 01074nam a22002773i 4500 001 991000908019707536 005 20040211164812.0 008 040220s1978 it a||||||||||||||||ita 035 $ab12688642-39ule_inst 035 $aARCHE-068700$9ExL 040 $aDip.to Scienze pedagogiche$bita$cA.t.i. Arché s.c.r.l. Pandora Sicilia s.r.l. 082 04$a612.8 100 1 $aGlees, Paul$0315580 245 13$aIl cervello umano :$bevoluzione, struttura e funzionamento /$cPaul Glees 260 $aMilano :$bFeltrinelli,$c1978 300 $a348 p. :$bill., tav. ;$c22 cm 440 0$aBiblioteca di psichiatria e di psicologia clinica.$pSerie di psichiatria pratica ;$v4 500 $aTrad. L. Dann Treves 650 4$aCervello$xFisiologia 700 1 $aDann Treves, Lotte 907 $a.b12688642$b02-04-14$c17-03-04 912 $a991000908019707536 945 $aLE022 CBS 063$g1$i2022000103299$lle022$o-$pE0.00$q-$rl$s- $t0$u3$v0$w3$x0$y.i13200185$z17-03-04 996 $aCervello umano$9271266 997 $aUNISALENTO 998 $ale022$b17-03-04$cm$da $e-$fita$git $h3$i1 LEADER 00840nam0-22002771i-450 001 990005358920403321 005 20240118095118.0 035 $a000535892 035 $aFED01000535892 035 $a(Aleph)000535892FED01 035 $a000535892 100 $a19990530d1943----km-y0itay50------ba 101 0 $aita 105 $ay-------001yy 200 1 $a<>ellenista Veneziano del Quattrocento$eGiovanni Lorenzi$fPio Paschini 210 $aVenezia$cA spese della R. Deputazione$d1943 215 $aP. 3-34$d27 cm 700 1$aPaschini,$bPio$f<1878-1962>$0322136 702 1$aLorenzi,$bGiovanni 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990005358920403321 952 $aARCH. BM MISC. 137 (07)$bARCH. 14577$fFLFBC 959 $aFLFBC 996 $aEllenista Veneziano del Quattrocento$9594203 997 $aUNINA LEADER 04424nam 2200697 a 450 001 9910967394403321 005 20251117063224.0 010 $a9786612130441 010 $a9781282130449 010 $a1282130447 010 $a9780309124669 010 $a0309124662 035 $a(CKB)1000000000786333 035 $a(SSID)ssj0000142270 035 $a(PQKBManifestationID)12019858 035 $a(PQKBTitleCode)TC0000142270 035 $a(PQKBWorkID)10096321 035 $a(PQKB)11529282 035 $a(Au-PeEL)EBL3378488 035 $a(CaPaEBR)ebr10309976 035 $a(CaONFJC)MIL213044 035 $a(OCoLC)940510390 035 $a(MiAaPQ)EBC3378488 035 $a(Perlego)4737418 035 $a(BIP)50662420 035 $a(EXLCZ)991000000000786333 100 $a20080902d2008 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aEarly childhood assessment $ewhy, what, and how /$fCommittee on Developmental Outcomes and Assessments for Young Children ; Catherine E. Snow and Susan B. Van Hemel, editors 205 $a1st ed. 210 $aWashington, D.C. $cNational Academies Press$dc2008 215 $axiv, 484 p. $cill 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9780309314428 311 08$a0309314429 311 08$a9780309124652 311 08$a0309124654 320 $aIncludes bibliographical references (p. 377-420) and index. 327 $aIntro -- Acknowledgments -- Contents -- Summary -- Part I: Early Childhood Assessment -- 1 Introduction -- 2 Purposeful Assessment -- 3 Perspectives on Early Childhood Learning Standards and Assessment -- Part II: Child-Level Outcomes and Measures -- 4 Screening Young Children -- 5 Assessing Learning and Development -- 6 Measuring Quality in Early Childhood Environments -- Part III: How to Assess -- 7 Judging the Quality and Utility of Assessments -- 8 Assessing All Children -- 9 Implementation of Early Childhood Assessments -- Part IV: Assessing Systematically -- 10 Thinking Systematically -- 11 Guidance on Outcomes and Assessments -- References -- Appendix A: Glossary of Terms Related to Early Childhood Assessment -- Appendix B: Information on Stakeholder Forum -- Appendix C: Development of State Standards for Early Childhood Education -- Appendix D: Sources of Detailed Information on Test and Assessment Instruments -- Appendix E: Biographical Sketches of Committee Members and Staff -- Index. 330 $aThe assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments. 606 $aChildren with social disabilities$xEducation (Preschool)$zUnited States 606 $aChild development$zUnited States 606 $aCompetency-based education$zUnited States 615 0$aChildren with social disabilities$xEducation (Preschool) 615 0$aChild development 615 0$aCompetency-based education 676 $a372.126 701 $aSnow$b Catherine E$01807769 701 $aVan Hemel$b Susan B$01804560 712 02$aCommittee on Developmental Outcomes and Assessments for Young Children. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910967394403321 996 $aEarly childhood assessment$94361742 997 $aUNINA