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Biosocial interplay during elementary school : pathways toward maladaptation in young children / / Pol A. C. van Lier, Kirby Deater-Deckard, editors
| Biosocial interplay during elementary school : pathways toward maladaptation in young children / / Pol A. C. van Lier, Kirby Deater-Deckard, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (215 pages) |
| Disciplina | 305.231 |
| Soggetto topico |
Child development
Education, Elementary - Social aspects Sociobiology Sociobiologia Desenvolupament infantil Educació primària |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-07109-3 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- Prologue: Introduction -- Elementary School Social Experiences with Peers and Teachers: Manifestation and Development -- Chapter Overview -- The Socializing Influence of Peers in Elementary School -- Individual Characteristics -- Interactions -- Dyadic Relationships -- Groups -- The Socializing Influence of Teachers in Elementary School -- Individual Characteristics -- Interactions -- Dyadic Relationships -- Groups -- Conclusion -- References -- How Peers and Teachers Shape Elementary School Children's Academic and Socioemotional Development -- Introduction -- Peer Experiences at the Dyad Level -- Peer Processes at the Group Level -- Processes Through Which Peer Influences at the Group Level May Affect Socioemotional and Academic Development -- Teacher-Child Experiences at the Dyadic Level -- Teacher-Child Interactions at the Group Level -- Interplay Between Peer and Teacher Experiences -- Conclusions and Future Directions -- References -- School Social Relations and Child Development: Gene-Environment Interplay -- Introduction -- Gene-Environment Interplay -- Gene-Environment Correlations (rGE) -- Gene-Environment Interactions (GxE) -- Methods of Testing Gene-Environment Interplay -- Quantitative Genetic Studies -- Molecular Genetic Studies -- Gene-Environment Interplay: Evidence from Quantitative Genetic Studies -- Quantitative Genetic Studies of Externalizing Problems -- Gene-Environment Correlations (rGE) -- Gene-Environment Interactions (GxE) -- Quantitative Genetic Studies of Internalizing Problems -- Gene-Environment Correlations (rGE) -- Gene-Environment Interactions (GxE) -- Gene-Environment Interplay: Evidence from Molecular Genetic Studies -- Molecular Genetic Studies of Externalizing Problems -- Genetic Main Effects -- Gene-Environment Interplay -- Molecular Genetic Studies of Internalizing Problems.
Genetic Main Effects -- Gene-Environment Interplay -- Conclusion and Future Directions -- References -- The Impact of School Social Experiences on Socioemotional and Behavioral Problems: The Hypothesized Role of DNA Methylation -- Introduction -- Peer Victimization: A Stressful Experience? -- Biological Embedding of Stress Through the Epigenome -- Early-Life Stress and DNA Methylation -- Emerging Evidence of Associations Between Peer Victimization and DNA Methylation -- Peer Victimization and DNA Methylation: A Focus on Adjustment Difficulties -- Methodological, Biological, and Statistical Considerations -- Conclusion -- References -- Biological Embedding of Peer Experiences: The Contribution of Peer Adversity to Stress Regulation -- Components of Biological Stress-Response Systems -- Hypothalamic-Pituitary-Adrenal (HPA) Axis -- Autonomic Nervous System (ANS) -- Immune System -- Interrelations Among Stress-Response Systems -- Theoretical Frameworks of Peer Adversity Effects -- General Developmental Frameworks of Early Adversity Effects -- Specific Frameworks of Peer Adversity Effects -- Intersection of Theoretical Frameworks with Stress-Response Systems -- Empirical Evidence for Peer Adversity Effects -- Hypothalamic-Pituitary-Adrenal (HPA) Axis -- Autonomic Nervous System (ANS) -- Immune System -- Future Directions for Research on Biological Embedding of Peer Adversity -- Distinguishing Effects of Specific Types of Peer Adversity on Specific Indexes of Stress-Response Systems -- Tracking Effects of Peer Adversity Over Time -- Exploring Individual, Gender, and Age Differences in the Effects of Peer Adversity -- Linking Biological Embedding of Peer Adversity to Developmental Outcomes -- Integrating Genetics into Peer Adversity Models and Research -- Conclusion -- References -- School Social Relations, Self-Regulation, and Social Decision-Making. Self-Regulation Development and Social Decision-Making -- "Under the Microscope": Social Stress and Dysregulation Within Lab-Based Paradigms -- Interpersonal Stress at School: Implications for Self-Regulation and Social Decision-Making -- Other School-Based Relationships -- Implications for School-Based Intervention -- Summary and Conclusion -- References -- School Social Relationships and Brain Functioning -- Theoretical Foundations -- Empirical Evidence -- Peer Interaction -- Peer Feedback -- Peer Exclusion -- Individual Differences in Temperament or Prior Peer Experiences -- Future Directions -- Implications and Conclusions -- References -- Epilogue: Concluding Commentary -- Recommendations -- Recommendation 1: Study Virtual and In-Person School Social Experiences -- Recommendation 2: Integrating Neurobiological Factors into Prevention and Intervention -- Recommendation 3: Embracing Diversity and Complexity of People and Systems -- Concluding Thoughts -- References -- Index. |
| Record Nr. | UNINA-9910586636503321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Child and adolescent development in risky adverse contexts : a Latin American perspective / / edited by Blanca Estela Barcelata Eguiarte and Paloma Suárez Brito
| Child and adolescent development in risky adverse contexts : a Latin American perspective / / edited by Blanca Estela Barcelata Eguiarte and Paloma Suárez Brito |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (251 pages) |
| Disciplina | 155.4 |
| Soggetto topico |
Child psychology
Developmental psychology Adolescent psychology Desenvolupament infantil Psicologia del desenvolupament Psicologia infantil Psicologia de l'adolescència Marginació social Infants pobres Adolescents desfavorits |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-83700-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910520083803321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Early childhood development and education in Singapore / / Oon-Seng Tan [and three others], editors
| Early childhood development and education in Singapore / / Oon-Seng Tan [and three others], editors |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (327 pages) |
| Disciplina | 372.21 |
| Collana | Empowering Teaching and Learning Through Policies and Practice: Singapore and International Perspectives |
| Soggetto topico |
Early childhood education - Social aspects
Early childhood education - Activity programs Educació infantil Mètodes actius (Ensenyament) Desenvolupament infantil Condicions socials |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
981-16-7404-3
981-16-7405-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910743254503321 |
| Singapore : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Handbook of treatment planning for children with autism and other neurodevelopmental disorders / / edited by Pamela McPherson
| Handbook of treatment planning for children with autism and other neurodevelopmental disorders / / edited by Pamela McPherson |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (505 pages) |
| Disciplina | 618.9285882 |
| Collana | Autism and child psychopathology series |
| Soggetto topico |
Autistic children - Care
Developmentally disabled children - Care Infants autistes Infants amb discapacitat mental Desenvolupament infantil Assistència sanitària |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783031061202
9783031061196 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Notes on Language Use -- Acknowledgments -- Introduction -- Contents -- Contributors -- Part I: Overview of Treatment Planning -- 1: Treatment Planning for Children with Autism and Developmental Disability -- Introduction -- Treatment Planning -- Treatment Planning in General Medical Care: The Biomedical Model -- The Biopsychosocial Model -- Treatment Planning in Behavioral Health Care -- Treatment Planning in the Medical Home -- Elements of the SPoC -- SPoC: The Medical Summary -- SPoC: Goal Setting -- SPoC: Negotiated Actions -- SPoC: Coping Plan -- SPoC: Progress Monitoring -- Navigating Challenges in Treatment Planning -- Care Coordination -- Other Types of Service Plans -- Home- and Community-Based Services -- School-Based Services -- Court-Based Services -- Summary -- References -- 2: Medical Home for Children with Autism Spectrum Disorder and Other Developmental Disabilities -- The Medical Home Concept -- Why the Medical Home Should Be the Locus of Care for Kids with Autism Spectrum Disorders and Other Developmental/Behavioral Disabilities -- Growing Numbers of Children Require Specialized Medical Care -- Pediatricians Are Uniquely Situated to Identify Care Needs -- Newborn Screening -- Screening for ASD -- The Medical Home Can Best Respond to Initial Concerns or a Positive Screen and Coordinate Care -- Role of the Medical Home in the Diagnostic Journey for Children with Developmental Delays -- Coordinating Referrals to Therapy Evaluations Before the Specialist Visit? Yes! -- Behavioral Therapy and Autism -- Autism-Specific Behavioral Therapy -- Applied Behavior Analysis (ABA) -- Verbal Behavior Therapy (VBT) -- Cognitive Behavioral Therapy (CBT) -- Developmental and Individual Differences Relationship (DIR) Therapy -- Relationship Development Intervention (RDI) -- Social Skills Groups.
Occupational Therapy for Sensory Processing -- Medical Specialty Referrals -- Care Coordination and the Medical Home -- The Medical Home "Toolbox" -- Autism Spectrum Disorder: The Diagnosis and Ongoing Care -- Pediatric Psychiatry Collaboratives -- Referrals Beyond the Medical Home Team -- Medical Home: Coordinated, Family-Centered Care That Improves Outcomes -- References -- 3: The Family Perspective: Treatment Planning for Children with Autism Spectrum Disorder, Developmental Disabilities, and Medical Complexity -- Introduction -- A Lesson to Remember -- A Change in Perspective -- Overview -- Information for Parents and Caregivers -- Initial Red Flags: "My Child Versus the Typical Trajectory of Development" -- Developmental Disability: "What Are You Saying About My Child?" -- IDEA and Early Childhood Intervention Services: "My 3-Year-Old Can Go To School?" -- The Diagnostic Process: "We Have to See Another Specialist?" -- DSM-V Diagnostic Criteria for Autism Spectrum Disorder -- Diagnostic Considerations: The Evaluation of Differential Diagnoses and Comorbidities -- Recommendations for the Treatment of Autism Spectrum Disorder -- For Providers: The Provider-Family Relationship − "I'm an Expert About My Child Too Because I'm the Parent. Let's Work Together" -- For Providers: What Your Patients Want You to Know -- Living with ASD, I/DD, and Medical Complexity: "Help Us By Respecting Us and Supporting Better Quality of Life" -- Preferred Language Matters -- Stages of Parental Development -- Proposed Stages for Parent Development for Families with a Child with Medical Complexity -- What Is Good Parenting? -- Parenting Styles -- Protective and Risk Factors -- Quality of Life -- Quality of Life for Children with ASD and Developmental Disabilities -- Quality of Life for Parents and Caregivers -- Instilling Hope: "What Is On the Horizon?" -- References. 4: Systems of Care for Children and Youth with Autism Spectrum Disorders -- Introduction -- Brief Historical Review of the Evolution of ASD Services -- Service System Roles in the Care of People with ASD -- Early Intervention Services -- Educational System -- Specialty Services -- Medical Specialties -- Psychological Specialties -- Occupational Therapists, Speech/Language Therapists, and Physical Therapists -- Private Providers -- Mental Health and Developmental Disorder/Intellectual Disability Agencies -- Academic Sector -- Residential Treatment Centers -- Role of Funding in Transforming and Shaping ASD Services -- Racial/Ethnic Disparities -- Framing ASD Services Within a Community-Based Systems of Care Model -- Conclusion -- References -- 5: Progress Monitoring During the Treatment of Autism and Developmental Disorders -- Progress Monitoring Comorbid Conditions -- Anxiety Disorders -- Sleep Problems -- Challenging Behaviors -- Depression -- Attention Deficit/Hyperactivity Disorder -- Progress Monitoring Methods -- Progress Monitoring Challenges -- Progress Monitoring Limitations -- Limited Validity -- Potential Bias -- Limited Measures that Evaluate ASD Symptoms -- Individualized Progress Monitoring -- Progress Monitoring Throughout the Life Span -- Developments in Progress Monitoring -- Treatment Outcome Measures for ASD -- ASD-Specific Measures -- Autism Treatment Evaluation Checklist -- Childhood Autism Rating Scale -- Psychoeducational Profile -- Social Responsiveness Scale -- Developmental Measures -- Bayley Scales of Infant and Toddler Development -- Adaptive Measure -- Vineland Adaptive Behavior Scales -- Behavioral Measures -- Aberrant Behavior Checklist -- Behavior Assessment System for Children -- Children's Sleep Habits Questionnaire -- Anxiety and Depression Measures -- Child Depression Inventory. Multidimensional Anxiety Scale for Children -- Pediatric Anxiety Rating Scales -- Attention Deficit/Hyperactivity Disorder Measures -- ADHD Symptoms Rating Scale -- Summary -- References -- Part II: Professional Perspectives on Treatment -- 6: Allergy and Immunology in Autism Spectrum Disorder and Other Neurodevelopmental Disorders -- Introduction -- Brief Review of Basic Immunology -- Referring to an Allergist/Immunologist -- Primary Immunodeficiencies -- Humoral Immunity -- Common Variable Immunodeficiency (CVID) -- IgA Deficiency -- Agammaglobulinemia -- Hyper-IgM Syndromes -- IgG Subclass Deficiency -- T Cells and Cellular Immunity -- Combined Immunodeficiency (CID) and Severe Combined Immunodeficiency (SCID) -- Innate Deficiencies -- Chronic Granulomatous Disease (CGD) -- Leukocyte Adhesion Deficiency (LAD) -- Complement and Its Deficiencies -- Selected Neurodevelopmental Disorders with Associated Immune Defects -- Cornelia de Lange Syndrome -- Fetal Alcohol Syndrome -- Rubinstein-Taybi Syndrome (RTS) -- Smith-Magenis Syndrome -- Trisomy 21 (Down Syndrome) -- 22q11.2 Deletion Syndrome -- Autism Spectrum Disorder and the Immune System -- Vaccinology -- Allergy -- Allergic Disease in ASD -- Food Allergy -- Allergic Rhinitis -- Rhinosinusitis -- Asthma -- Atopic Dermatitis (AD) -- Allergy Testing -- Serum Allergy Testing -- Skin Testing Process -- Oral Food Challenge -- Limitations and Potential Pitfalls -- Food Allergy Testing -- Medications Which Interfere with Skin Testing -- Future Treatment Options -- Conclusion -- References -- 7: The Pediatric Cardiologist's Role in the Care of Children with Autism and Other Intellectual and Developmental Disabilities -- The Role of Cardiology in the Pediatric Medical Home -- Scope of Congenital Heart Disease -- Mortality of Congenital Heart Defects -- Recommendations for Making Referrals -- Infants. Toddlers and Preschoolers -- Older Children and Adolescents -- The Cardiovascular Examination -- Association of Congenital Heart Defects and Autism Spectrum Disorders -- Cardiac Considerations in Select Mental Disorders -- Attention Deficit Hyperactivity Disorder (ADHD) -- Anxiety Disorders -- Depression -- Responding to Symptoms -- Chest Pain -- Syncope -- Palpitations -- The Assessment and Treatment of Common Cardiac Conditions -- Clinical Examination -- Electrocardiogram -- Echocardiogram -- Cardiac Computerized Tomography Imaging (Cardiac CT) -- Cardiac Magnetic Resonance Imaging (Cardiac MRI) -- Managing Side Effects of Cardiac Medications -- Cardiac Catheterization -- Cardiac Surgery -- Additional Guidance for the Primary Care Pediatrician -- Assisting the Child and Family in Preparing for Appointments -- Future Directions and Upcoming Research -- References -- 8: Oral Health Treatment Planning: Dental Disease Prevention and Oral Health Promotion for Children with Autism Spectrum Disorder and Developmental Disabilities -- Introduction -- Common Oral Conditions -- Gingivitis -- Malocclusion -- Tooth Decay (Dental Caries or Cavities) -- Addressing the Risk Factors for Tooth Decay -- Characteristics of ASD Associated with Tooth Decay -- Addressing Challenges to Good Oral Hygiene Behaviors -- Limiting Dietary Sugars -- Medication and Tooth Decay -- Access to Dental Care -- Additional Risk Factor Modification Strategies -- Strategies for Home -- Strategies for the Dentist's Office -- Strategies During Dental Care -- Specifics of Dental Treatment -- Noninvasive Dental Treatment -- Protective Stabilization -- Sedation and General Anesthesia -- Referrals for Specialty Dental Treatment -- Transition to Adult-Centered Dental Care -- Future Directions -- References. 9: The Registered Dietitian Nutritionist's Treatment of Children with Developmental Disabilities or Autism Spectrum Disorders. |
| Record Nr. | UNINA-9910624383303321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Imitation from infancy through early childhood : typical and atypical development / / Mikael Heimann
| Imitation from infancy through early childhood : typical and atypical development / / Mikael Heimann |
| Autore | Heimann Mikael |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (203 pages) |
| Disciplina | 155.4 |
| Soggetto topico |
Child psychology
Infants - Development Imitació Psicologia infantil Desenvolupament infantil |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783031088995
9783031088988 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Acknowledgment -- Contents -- About the Author -- Chapter 1: Prologue -- References -- Part I: From the Social Infant to the Verbal Child: Insights from Imitation -- Chapter 2: A Fresh Look on Neonatal Imitation -- Is There a Capacity to Imitate at Birth? -- Defining Neonatal Imitation -- Neonatal Imitation Among Typical Children -- Using the Mother as the Model -- Imitation at Birth and the First 3 Months of Life -- A Note on Lip Protrusion -- Do Temporal Aspects Influence Neonatal Imitation? -- Achieving Reasonable Matching Although Many Systems Are Immature -- References -- Chapter 3: Neonatal Imitation and Children with Autism or Down Syndrome -- Motivation and Theoretical Background -- Searching for Studies on Neonatal Imitation and Atypical Development -- Neonatal Imitation in a Child That Later Developed Autism -- Home Video Observation -- Near-Neonatal Imitation in Infants with Down Syndrome -- An Attempt to Sum Up: Suggesting an Updated Model -- References -- Chapter 4: Imitation at Birth and Then What? -- Neonatal Imitation and Early Mother-Infant Interaction -- Neonatal Imitation and Imitation Later in the First Year -- Imitation Across Time and Dimensions: Following Children from 9 to 36 Months -- Procedure -- Results for Immediate and Deferred Imitation -- Results for Facial Imitation -- Individual Response Patterns for Facial Imitation -- Is There Stability in Imitation Across Ages and Dimensions? -- References -- Chapter 5: Imitation and Temperament in Infancy -- A Personal Starting Point -- Why Temperament? -- Facial Imitation and Temperament at 3 Months of Life -- Early Imitation and Temperament: Sample 1 -- Early Imitation and Temperament: Sample 2 -- Facial Imitation and Temperament Beyond Infancy up to 3 Years of Age -- An Attempt to Tie It All Together -- References -- Part II: Memory and Imitation in Infancy.
Chapter 6: A Window into the Preverbal Child's Mind -- Deferred Imitation and Our Memory Systems -- A Note on Infantile Amnesia -- Deferred Imitation and Then What? -- Memory and Electrophysiology -- A Bit More on the Method Used in Our 2015 Study -- A Bit on What We Found -- References -- Chapter 7: A Rational Mind? -- Imitation of Novel Acts from Memory: Are Rational Processes Involved? -- General Method and Procedure -- Deferred and Rational Imitation in an Unfamiliar Setting -- Unfamiliar setting: What We Found -- Deferred and Rational Imitation in Familiar Settings -- Familiar Setting: What We Found -- Collapsing the Two Experiments -- Aiming for an Integrative Conclusion -- References -- Part III: Imitation: A Vehicle for Change for Children with Autism -- Chapter 8: Is Imitation an Obstacle for Children with Autism? -- Is Autism Today and Yesterday the Same Thing? -- A Note on Imitation Training in the Early Years: A Historical Perspective -- How I Entered the Field -- Do How We Present a Task Determine If Children with Autism Imitate? -- Deferred Imitation and Memory in Children with Autism -- References -- Chapter 9: A Can Opener of the Social World -- Imitation Affects Social Awareness: Some Experimental Evidence -- A "Being-Imitated" Intervention for Children with ASD -- Implementation of the Interventions -- What We Found -- Interpreting the Results -- "Being Imitated" and Joint Attention -- References -- Part IV: Ending -- Chapter 10: It's Closing Time: For Now -- The Law of Jante -- The Influx of Culture -- The Missing Gold Standard? -- Fallacies to Avoid -- Is Neonatal Imitation an Ontogenetic Adaptation or a Spandrel? -- The Neonate as an Influencer -- What About the Brain and Neonatal Imitation? -- Looking Ahead: Notes for the Future -- Regression and Imitation -- Is There a Temporal Architecture That Can Explain Neonatal Imitation?. References -- Index. |
| Record Nr. | UNINA-9910590052903321 |
Heimann Mikael
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| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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L.S. Vygotsky's pedological works . Volume 2 The problem of age / / L. S. Vygotsky ; translated with notes and lecture outlines by David Kellogg and Nikolai Veresov
| L.S. Vygotsky's pedological works . Volume 2 The problem of age / / L. S. Vygotsky ; translated with notes and lecture outlines by David Kellogg and Nikolai Veresov |
| Autore | Vygotsky L. S. |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (352 pages) |
| Disciplina | 370 |
| Collana | Perspectives in Cultural-Historical Research |
| Soggetto topico |
Education
Teaching Desenvolupament infantil Psicologia infantil |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-1907-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910508446403321 |
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Vygotsky L. S.
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| Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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The maternal sensitivity program : a model for promoting infant development in challenging contexts / / Patrícia Alvarenga, M. Ángeles Cerezo, Yana Kuchirko
| The maternal sensitivity program : a model for promoting infant development in challenging contexts / / Patrícia Alvarenga, M. Ángeles Cerezo, Yana Kuchirko |
| Autore | Alvarenga Venutolo Ana Patricia |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (141 pages) |
| Disciplina | 155.4228 |
| Soggetto topico |
Mother and infant
Infants - Development Mares i filles Desenvolupament infantil |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-84212-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910523740603321 |
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Alvarenga Venutolo Ana Patricia
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| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Moving and interacting in infancy and early childhood : an embodied, intersubjective, and multimodal approach to the interpersonal world / / Silvia Ana Espanol, Mauricio Martinez and Fernando G. Rodriguez, editors
| Moving and interacting in infancy and early childhood : an embodied, intersubjective, and multimodal approach to the interpersonal world / / Silvia Ana Espanol, Mauricio Martinez and Fernando G. Rodriguez, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer Nature Switzerland AG, , [2022] |
| Descrizione fisica | 1 online resource (334 pages) |
| Disciplina | 305.231 |
| Soggetto topico |
Child development
Developmental psychology Desenvolupament infantil Psicologia del desenvolupament |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-08923-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Acknowledgment -- Contents -- Contributors -- Chapter 1: An Invitation to an Embodied, Multimodal, and Intersubjective Approach to Development -- 1.1 About This Book -- 1.2 An Embodied, Multimodal, and Intersubjective Approach to Development -- 1.2.1 Embodied Experiences -- 1.2.2 Intersubjectivity and Second-Person Perspective -- 1.2.3 The Multimodal Interpersonal World in Infancy and Early Childhood -- 1.2.4 Our Theoretical and Empirical Approach -- 1.3 Overview of the Chapters -- References -- Chapter 2: The Infant-Directed Improvised Performances: What They Are and What Happens Through Them -- 2.1 Introduction -- 2.2 About Infant-Directed Improvised Performances -- 2.2.1 The Aesthetic Perspective -- 2.2.2 The Varied Repetition of Simple Motifs: A Strategy for Reciprocity -- 2.2.3 Two Performing Art Tools to Analyze IDI-Performances -- Music Performance Studies That Are Relevant to the Analysis of Multimodal IDI-Performance -- Contemporary Dance Studies Relevant to the Analysis of Multimodal IDI-Performance -- 2.2.4 A Clear-Cut Description of IDI-Performances -- 2.2.5 Between Affect and Cognition -- 2.3 What Microanalysis Tells Us About IDI-Performances -- 2.3.1 The Repetition-Variations Form and Other Resources of the Performing Arts -- Brief Description of the General Scene -- Moment 1 - An IDI-Performance, a Phone Ring, and a Different Multimodal Pattern -- Moment 2 - A Peek-a-Boo Game, a Fortuitous Event, and a Resolution -- 2.3.2 Image-Schemas and Primary Metaphors -- Brief Description of the General Scene -- Moment 1 - Preparation and Enaction of the UP-DOWN Image-Schema -- Moment 2 - CODA, with Activation of the Primary Metaphor INTIMACY IS PROXIMITY -- 2.4 What Happens Through the IDI-Performances? -- 2.5 Final Remarks -- References.
Chapter 3: Infant-Directed Improvised Performances, Protoconversations, and Action Songs During the First Year of Life -- 3.1 Introduction -- 3.2 An Empirical Study on Infant-Directed Improvised Performances, Protoconversations, and Action Songs -- 3.2.1 Method -- Participants and Materials -- Procedure -- Observation Code -- 3.2.2 Results -- Quantitative Analysis -- Qualitative Analysis -- IDI-Performances -- Fleeting IDI-Performances -- Reiterated IDI-Performances -- Reiterated Dyadic IDI-Performances -- Reiterated Family IDI-Performances -- Protoconversations -- Action Songs -- 3.2.3 Final Remarks -- References -- Chapter 4: Early Reciprocity: Temporal Coordination and Modality Behavior in Parental Imitation and Affect Attunement -- 4.1 Introduction -- 4.1.1 Reciprocity and Second-Person Perspective -- 4.1.2 Adult Responsiveness -- 4.1.3 Parental Imitation and Affect Attunement -- The Frequency of Maternal Imitation and Affect Attunement, and Its Relation with Infant Reaction -- Modality Behavior in Parental Imitation and Affect Attunement -- A Time Window for Contingent Responsiveness and Behavior Modality -- 4.2 An Empirical Study on Maternal Imitation and Affect Attunement -- 4.2.1 Method -- Participants -- Procedure -- Observation Code -- 4.3 Patterns of Maternal Matching Response -- 4.4 Behavioral Modality of Infant Signal and Maternal Response -- 4.5 Temporal Coordination Between Infant Signal and Maternal Response -- 4.5.1 Analytic Strategy and Coding Reliability -- 4.5.2 Results -- How Often Does the Mother Attune or Imitate Infant Signals When They Play Together? -- How Does the Mother Respond to the Signals Offered By Her Infant? -- What Goes with What? Matching Between Infant and Maternal Behavioral Modalities. How Is Maternal Matching Responsiveness Manifested? Temporal Coordination and Matching Modalities in Affect Attunement and Maternal Imitation -- 4.5.3 Discussion -- 4.5.4 Final Remarks -- References -- Chapter 5: Rhythm as a Prototypical Example of the Relationship Between Intersubjective and Perceptual Development During the First Year of Life -- 5.1 Introduction -- 5.2 Early Intersubjective Development -- 5.3 Beyond the Transit -- 5.4 The Psychological Explanation of Intersubjective Development -- 5.5 The Behavior of the Adult During the Intersubjective Encounter -- 5.5.1 Rhythm in Infant-Directed Adult Behavior -- 5.5.2 Rhythm in Performances Directed to the Baby -- 5.5.3 Rhythm in Affective Attunement -- 5.6 The Development of Multisensory Perception of Rhythm -- 5.6.1 The Detection of Rhythmic Patterns -- 5.6.2 Discrimination of Rhythmic Patterns During the First Year of Life -- 5.6.3 Recognition of Intersensory Relationships Based on Rhythm -- 5.7 Plausible Relations Between the Development of Multisensory Rhythm Perception and Intersubjective Development During the First Year -- 5.7.1 The Detection of Multimodal Rhythm Patterns During Gestation and the First Months of Extrauterine Life -- 5.7.2 Discrimination of Rhythmic Patterns and the Intersubjective Encounter -- 5.8 Recognition of Multimodal Rhythmic Patterns and the Intersubjective Encounter -- 5.9 Final Remarks -- References -- Chapter 6: The Development of Multisensory Perception of Temporal Amodal Information -- 6.1 Introduction -- 6.2 Multisensory Perception of Temporal Amodal Information (MPTAI): Conceptual, Empirical, and Methodological Approaches for an Explanation of Its Ontogenesis -- 6.2.1 Amodal and Modality-Specific Information -- 6.2.2 Different Perceptual Skills -- 6.2.3 Development of Perceptual Skills -- 6.3 Setting the Ground for the Explanation of the Genesis of MPTAI. 6.3.1 First Issue: The Prominent Role of Multisensory Perception of Temporal Amodal Information -- 6.3.2 Second Issue: Opting for a "Differentiation" Perspective -- 6.3.3 Third Issue: Perception/Action and Its Genesis -- 6.4 The Ecological Theory of Perception and Perceptual Learning -- 6.4.1 The Explanation of Perceptual Learning -- 6.4.2 Differentiation -- 6.4.3 Exploratory Activity -- 6.4.4 Scope and Limits of Perceptual Learning Theory -- 6.5 The Development of Multisensory Perception as a Development of Functional Systems -- 6.6 A Theory of the Ontogenesis of MPTAI -- 6.6.1 From Natural Systems to Combined Systems -- Natural System 1. Sensitivity to Amodal Information -- Natural System 2. The Exogenous Control of Exploration Activity -- Combined System 1. Voluntary Control of Exploratory Activity -- Combined System 2. Discrimination of Amodal Information -- Combined System 3. Recognition of Amodal Information -- 6.6.2 Development of MPTAI Nested in Intersubjective Encounters: Social Mediation -- 6.7 Some Remarks on the Ontogenesis of MPTAI -- 6.7.1 Social Mediation Systems Linked to the Functional Reorganization of Psychological Systems -- Intersensory Redundancy -- The Repetition-Variation Form -- Contrast -- Affect Attunement -- 6.7.2 The Intersubjective Contexts Where Exploratory Activity, Discrimination and Perceptual Recognition Arise -- The Genesis of Exploratory Activity: Voluntary Control -- The Genesis of Perceptual Discrimination in the Intersubjective Context -- The Genesis of Perceptual Recognition in the Intersubjective Context -- 6.8 Finals Remarks -- References -- Chapter 7: The Transition from Early Bimodal Gesture-Word Combinations to Grammatical Speech -- 7.1 Introduction -- 7.2 Gesture: Definitions and Controversies -- 7.3 Bimodal Gesture-Word Combinations in Pregrammatical Communicative Interactions: On some Marginal Cases. 7.3.1 Some Challenges to the Proto-Propositional Model -- Some Marginal Bimodal Expressions -- Some Classificatory Uncertainties -- 7.3.2 Other Difficulties Concerning Conventional Categories of Bimodal Combinations -- 7.3.3 Negation-Inclusive Combinations -- 7.3.4 Double Gestures and Compound Gestures -- 7.4 From Bimodal Combinations to Grammatical Structures: Looking for a Missing Link -- 7.4.1 Role Semantics or Thematic Pairs -- 7.4.2 Formal Models and Semantic Roles: Linking an Old Idea with New Observations -- 7.5 Toward an Ecological Code of Developmental Communication -- 7.6 Final Remarks -- References -- Chapter 8: Multimodal Expression in Communicative Functions, Gestures, Vocalizations, and the Contribution of Early Musicality -- 8.1 Introduction -- 8.2 The Functional Classification of Pregrammatical Communicative Expressions -- 8.2.1 From Linguistic Functions to Communicative Functions -- 8.2.2 From an Empirical Study on Communicative Functions in Early Childhood -- 8.2.3 Observation Code -- 8.3 Within Our 'Other' Category -- 8.3.1 Ratifying Function -- 8.3.2 Completive Function -- 8.3.3 Philo-musical Function -- 8.4 Final Remarks -- References -- Chapter 9: Forms of Vitality Play -- 9.1 Introduction -- 9.1.1 Play in Human Infancy -- 9.1.2 The Cradle of Play -- 9.1.3 Pretend Play -- 9.2 Forms of Vitality -- 9.2.1 A Spontaneous Integration from Experiences of Movement -- 9.2.2 Forms of Vitality in Infancy and the Arts -- 9.2.3 Forms of Vitality in Neurological and Psychopathology Research, and in Psychotherapy -- 9.3 Forms of Vitality Play -- 9.3.1 Towards a Categorization of Play with Forms of Vitality -- Operational Definitions of the General Category and the Four Subcategories -- Illustration of the Four Subcategories -- Improvised Forms of Vitality Play -- Ritualized Forms of Vitality Play -- Pretend Play & -- FoVP -- Role Play &. FoVP. |
| Record Nr. | UNINA-9910592981903321 |
| Cham, Switzerland : , : Springer Nature Switzerland AG, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Online child sexual exploitation : treatment and prevention of abuse in a digital world / / Ernesto Caffo, editor
| Online child sexual exploitation : treatment and prevention of abuse in a digital world / / Ernesto Caffo, editor |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (123 pages) |
| Disciplina | 362.76 |
| Soggetto topico |
Child sexual abuse
Desenvolupament infantil Pornografia Sexualitat (Psicologia) Aspectes psicològics |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-66654-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910483318703321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Pedagogical documentation in early childhood education : process-oriented procedures for documenting education and development / / Helen Knauf
| Pedagogical documentation in early childhood education : process-oriented procedures for documenting education and development / / Helen Knauf |
| Autore | Knauf Helen |
| Pubbl/distr/stampa | Wiesbaden, Germany : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (145 pages) |
| Disciplina | 372.21 |
| Soggetto topico |
Early childhood education - Documentation
Early childhood education Child development Educació infantil Desenvolupament infantil |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783658397364
9783658397357 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Picture Credits and Copyright -- Contents -- 1 Introduction: Pedagogical Documentation in Early Childhood Education Centres -- Abstract -- 2 Reasons for Documentation in Early Childhood Education Centres -- Abstract -- 2.1 Documentation in Different Early Childhood Approaches -- 2.1.1 Montessori Education -- 2.1.2 Waldorf Approach -- 2.1.3 Situation Approach -- 2.1.4 Reggio Approach -- 2.1.5 Documentation in Early Childhood Approaches as Written Observation -- 2.2 Documentation in the Context of a Social Constructivist Understanding of Education -- 2.3 Documentation in the Curricula of the German Federal States -- 2.3.1 Goals of Documentation in the Curricula -- 2.3.2 View of the Curriculums on the Role of Children in Documentation -- 2.3.3 Implementation variants in the curriculum: Forms of documentation -- 2.3.4 Understanding of Observation and Documentation in the Curricula of the German Federal States -- 2.4 What is Documentation-Approaching a Container Concept -- 2.4.1 Functions of Documentation -- 2.4.2 Recipients of Documentation -- 2.4.3 Diagnostic vs. process-oriented documentation -- 3 Pedagogical Documentation: Forms and Styles in Pedagogical Practice -- Abstract -- 3.1 Portfolio -- 3.1.1 Portfolio: An Open Concept of Pedagogical Documentation -- 3.1.2 Implementation in Germany -- 3.1.2.1 Contents: Between Freedom and Template -- 3.1.2.2 Structure -- 3.1.2.3 Topoi: The Messages Behind the Content -- 3.1.2.4 Participation -- 3.1.2.5 Cooperation with Parents: Participants or Addressees -- 3.1.2.6 Connection/Transition to Elementary School -- 3.2 Learning Stories -- 3.2.1 The Concept of Learning Stories: Origin and Further Development -- 3.2.2 Implementation of Learning Stories in Germany -- 3.2.2.1 Six Different Types of Learning Stories -- 3.2.2.2 Characteristics of Learning Stories -- 3.3 Pedagogical Documentation in Space.
3.3.1 Children's Works and Wall Documentation-From the Wall to the Room -- 3.3.2 Pedagogical Documentation in Space as a Result of and Influencing Factor for Educational Processes -- 3.3.2.1 Focus: Group Processes -- 3.3.2.2 Functions of Pedagogical Documentation in Space -- 3.3.2.3 Elements of Pedagogical Documentation in Space -- 3.3.3 Implementation of Pedagogical Documentation in Space -- 3.3.3.1 Presentation of Products by Children -- 3.3.3.2 Project and Action Documentation -- 3.3.3.3 Documentation of Everyday Life -- 3.3.3.4 From the Wall to the Book -- 3.3.3.5 Boundaries: Posters and Information -- 3.3.3.6 Pedagogical Documentation in Space as an Aesthetic Factor -- 3.4 Project Documentation -- 3.4.1 Background: Group-Related, Versatile Pedagogical Documentation -- 3.4.1.1 Projects as a Working Principle -- 3.4.1.2 Functions of Project Documentation -- 3.4.2 Implementation -- 3.5 Digital Pedagogical Documentation -- 3.5.1 Pedagogical Documentation in the Process of Mediatization -- 3.5.1.1 Motivation for the Digitalization of Pedagogical Documentation -- 3.5.1.2 Displacement of the Elements of Pedagogical Documentation -- 3.5.1.3 Digitally Documented Education as Part of a Process of Mediatization -- 3.5.2 Implementation of Digital Pedagogical Documentation -- 3.5.2.1 Digital Portfolio -- 3.5.2.2 Social Networks -- 3.5.3 Digital Pedagogical Documentation-The Super Documentation? -- 3.6 Styles of Documentation: Understanding and Implementation of Pedagogical Documentation at the Level of Individual ECE Centre -- 3.6.1 Typologization of ECE Centers with Regard to Their Documentation Practice -- 3.6.2 Four Different Styles of Documentation -- 3.6.2.1 Documentation Style 1 "Kindergarten Certificate" -- 3.6.2.2 Documentation Style 2 "Clear Rules" -- 3.6.2.3 Documentation Style 3 "Professionalism". 3.6.2.4 Documentation Style 4 "Educational Process" -- 3.6.3 Styles of Documentation as Programmatic Action Practices -- 4 Conclusion -- Abstract -- References. |
| Record Nr. | UNINA-9910624392303321 |
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Knauf Helen
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| Wiesbaden, Germany : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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