Abstract
Contents: Foreword. Preface. S.L. Golbeck, Instructional Models for Early Childhood: In Search of a Child-Regulated/Teacher-Guided Pedagogy. Part I: Foundations for Instruction and Pedagogy. R. Case, S. Griffin, W.M. Kelly, Socioeconomic Differences in Children's Early Cognitive Development and Their Readiness for Schooling. D.J. Stipek, J.K. Greene, Achievement Motivation in Early Childhood: Cause for Concern or Celebration? L. McCune, M.B. Zanes, Learning: Attention and Play. M.C. Hyson, J. Molinaro, Learning Through Feeling: Children's Development, Teachers' Beliefs and Relationships, and Classroom Practices. E.L. Klein, Children's Perspectives on Their Experiences in Early Education and Child-Care Settings. Part II: Practice of Pedagogy in Early Education. R. DeVries, Constructivist Education in Preschool and Elementary School: The Sociomoral Atmosphere as the First Education Goal. H.P. Ginsburg, S. Pappas, K-H. Seo, Everyday Mathematical Knowledge: Asking Young Children What Is Developmentally Appropriate. L.S. Liben, R.M. Downs, Geography for Young Children: Maps as Tools for Learning Environments. L.M. Morrow, Literacy Development and Young Children: Research to Practice. H.S. Rosenberg, Imagination Styles of Four- and Five-Year Olds. E.C. Frede, W.S. Barnett, T. Lupo, Measuring Recommended Practices for Very Young Children With Disabilities.
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