Handbook of psychology volume 7 educational psychology
Download 9.82 Mb. Pdf ko'rish
|
- Bu sahifa navigatsiya:
- References 325
|
References 323 Bamberger, J. (1982). Growing up prodigies: The midlife crisis. New Directions for Child Development, 17, 61–77. Barron, A., & Earls, F. (1984). The relation of temperament and social factors to behavior problems in three-year-old children.
Bateson, G. (1955, December). A theory of play and fantasy. Psy- chiatric Research Reports, 2, 39–51. Bateson, G. (1972). Steps to an ecology of mind. New York: Ballantine. Belsky, J., & Steinberg, L. (1979). What does research tell us about day care? A follow-up report. Children Today, 8, 21–26. Bereiter, C., & Scardamalia, M. (1986). Educational relevance of the study of expertise. Interchange, 17(2), 10 –19. Berk, L. (1985). Relationship of educational attainment, child oriented attitude, job satisfaction, and career commitment to caregiver behavior toward children. Child Care Quarterly, 14, 103–129. Bernhard, J. K., Lefebvre, M. L., Chud, G., & Lange, R. (1995). Paths to equity: Cultural, linguistic and racial diversity in Canadian early childhood education. Toronto, Ontario, Canada: York Lanes Press. Bilingual Research Journal. (1992). Washington, DC: National Association for Bilingual Education. Billman, J., & McDevitt, S. C. (1980). Convergence of parent and observer ratings of temperament with observations of peer inter- action in nursery school. Child Development, 51, 395– 400. Bissex, G. (1980). GYNS AT WRK: A child learns to read and write. Cambridge, MA: Harvard University Press. Bloch, M. N., & Pellegrini, A. D. (1989). The ecological context of children’s play. New York: Academic Press. Bloom, B. S. (1985). Developing talent in young people. New York: Ballantine. Boswell, J. (Ed.). (1986). Tbe young child and music: Contempo- rary principles in child development and music education. Reston, VA: Music Educators National Conference. Bradley, L., & Bryant, P. E. (1983). Categorising sounds and learn- ing to read: A causal connection. Nature, 301, 419–521. Brand, M. (1982). Relationship between musical environment and musical aptitude among sixth-grade children. (PMEA) Bulletin of Research in Music Education, 13, 13–19. Brand, M. (1985). Development and validation of the Home Musi- cal Environment Scale for use at the early elementary level. Psychology of Music, 13, 40– 48. Brand, M. (1986). Relationship between home music environment and selected musical attributes of second-grade children.
Bredekamp, S. (1997). NAEYC issues revised position statement on Developmentally Appropriate Practices in early childhood programs. Young Children, 52, 34 – 40. Bremmer, J., & Moore, S. (1984). Prior visual inspection and object naming: Two factors that enhance hidden feature inclusion in young children’s drawings. British Journal of Developmental
Bricker, D. (2000). Inclusion: How the scene has changed. Topics in Early Childhood Special Education, 20, 14 –19. Broen, P. A. (1972). The verbal environment of the language learning child. Monograph of American Speech and Hearing
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press. Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of devel- opmental processes. In R. M. Lerner (Ed.), Handbook of child psychology: Vol. 1. Theory (5th ed., pp. 993–1028). New York: Wiley.
Bruder, M. B. (2000). Family-centered early intervention: Clarify- ing our values for the new millennium. Topics in Early Child- hood Special Education, 20(2), 105–116. Bruner, J. (1983). Play, thought, and language. Peabody Journal of Education, 60, 60–69. Burchinal, M. R., Roberts, J. E., Nabors, L. A., & Bryant, D. M. (1996). Quality of center child care and infant cognitive and language development. Child Development, 67, 606 –620. Caillois, R. (1961). Man, play, and games. New York: Free Press. Campos, S. J. (1995). The Carpinteria preschool program: A long- term effects study. In E. Garcia & B. McLaughlin (Eds.), Meet-
Press.
Carey, W. B. (1998). Let’s give temperament its due. Contemporary Pediatrics, 91–113. Carey, W. B. (2000). Estimates of temperament are easy; accurate measurements take a little longer. Journal of Developmental and
Carey, W. B., & McDevitt, S. C. (1989). Clinical and educational applications of temperament research. Amsterdam: Swets & Zweitlinger. Carey, W. B., & McDevitt, S. C. (1995). Coping with children’s tem-
Ceci, S. J. (1996). On intelligence. A bioecological treatise on intel- lectual development. Cambridge, MA: Harvard University Press. Center, Y., Wheldall, K., Freeman, L., Outhred, L., & McNaught, M. (1995). An evaluation of Reading Recovery. Reading Research
Chall, J. S. (1967). Learning to read: The great debate. New York: McGraw-Hill. Chapman, J. W., Tunmer, W. E., & Prochnow, J. E. (1998). Success in reading recovery depends on the development of phonological processing skills: A report prepared for the Ministry of Educa- tion. Auckland, New Zealand: Massey University. Chapman, M. L. (1995). Designing literacy learning experiences in a multi-age classroom. Language Arts, 72(6), 416 – 428.
324 Early Childhood Education Chess, S., & Thomas, A. (1987). Origins and evolutions of behavior disorders: From infancy to early adult life. Cambridge, MA: Harvard University Press. Choi, S. C., Kim, U., & Choi, S. H. (1993). Indigenous analysis of collective representations: A Korean perspective. In U. Kim & J. W. Berry (Eds.), Indigenous psychology (pp. 193–210). Newbury Park, CA: Sage. Chomsky, C. (1977). Approaching reading through invented spelling. In L. Resnick & P. Weaver (Eds.), Theory and practice of early reading (pp. 43–65). Hillsdale, NJ: Erlbaum. Christie, J. F. (1991). Play and early literacy development: Summary and discussion. In J. F. Christie (Ed.), Play and early
New York Press. Clark, M. (1976). Young fluent readers: What can they teach us? London: Heinemann. Clarke-Stewart, K. A. (1987). Predicting child development from child care forms and features: The Chicago study. In D. Phillips (Ed.), Quality in child care: What does research tell us (pp. 21– 42). Washington, DC: National Association for the Education of Young Children. Clarke-Stewart, K. A., Fitzpatrick, M. J., Allhusen, V. D., & Gold- berg, W. A. (2000). Measuring difficult temperament the easy way. Journal of Developmental and Behavioral Pediatrics, 21, 207–220. Clay, M. (1966). Emergent reading behavior. Unpublished doctoral dissertation, University of Auckland, New Zealand. Clay, M. (1979). Reading: The patterning of complex behavior (2nd ed.). Auckland, New Zealand: Heinemann Educational. Collins, J. (1988). Language and class in minority education. Anthropology and Education Quarterly, 19, 299 –326. Cross, T. G. (1977). Mothers’ speech adjustments: The contribution of selected listener variables. In C. E. Snow & C. A. Ferguson (Eds.), Talking to children: Language input and acquisition. New York: Cambridge University Press. Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational
Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. Austin, TX: PRO-ED. Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Education Review, 56(1), 18–36. Cummins, J. (1991). The development of bilingual proficiency from home to school: A longitudinal study of Portuguese-speaking children. Journal of Education, 173(2), 85–98. Cummins, J. (1992). Heritage language teaching in Canadian schools. Journal of Curriculum Studies, 24(3), 281–286. Dale, P. S., Robinson, N. M., & Crain-Thoreson, C. (1995). Linguistic precocity and the development of reading: The role of extralinguistic factors. Applied Psycholinguistics, 16, 173–187. Darras, B., & Kindler, A. M. (1996). Morphogenese et teleology des images et de l’imagerie initiale. In B. Darras, Au commencement
Davis, J. H. (1991). Artistry lost: U-shaped development in graphic symbolization. Unpublished doctoral dissertation. Harvard Graduate School of Education, Cambridge, MA. Davis, J. H. (1997a). Drawing’s demise: U-shaped development in graphic symbolization. Studies in Art Education, 38(3), 132–157. Davis, J. H. (1997b). The “U” and the wheel of “C”: Develop- ment and devaluation of graphic symbolization and the cogni- tive approach at the Harvard Project Zero. In A. M. Kindler (Ed.), Child development in art (pp. 45–58). Reston, VA: NAEA.
Delgado-Gaitan, C., & Trueba, H. (1991). Crossing cultural bor- ders: Education for immigrant families in America. London: Falmer Press. Denzin, N. K. (1980a). Play, games, and interaction: The contexts of childhood socialization. The Sociological Quarterly, 16, 458– 478. Denzin, N. K. (1980b). The paradoxes of play. In J. W. Joy (Ed.), The paradoxes of play (pp. 13–24). West Point, NY: Leisure Press. Dewey, J. (1916). Democracy and education. New York: Macmillan. Donaldson, M. (1978). Children’s minds. New York: Norton Press. Doxey, C., & Wright, C. (1990). An exploratory study of children’s music ability. Early Childhood Research Quarterly, 5(3), 425–440. Dudley-Marling, C., & Murphy, S. (1997). A political critique of re- medial reading programs: The example of Reading Recovery. The Reading Teacher, 50, 460 – 468. Duncum, P. (1986). Breaking down the U-curve of artistic develop- ment. Visual Arts Research, 12(1), 43–54. Dunst, C. J. (2000). Revisiting “Rethinking Early Intervention.” Top- ics in Early Childhood Special Education, 20(2), 95–104. Durkin, D. (1966). Children who read early. New York: Teachers College Press. Dyson, A. H. (1997). Writing superheroes: Contemporary child- hood, popular culture, and classroom literacy. New York: Teach- ers College Press. Earls, F., & Jung, K. G. (1987). Temperament and home environ- ment as causal factors in the development of childhood psy- chopathology. Journal of the American Academy of Child and
Edwards, L. C. (1990). Affective development and creative arts. Toronto, Ontario, Canada: Merrill. Elster, C. (1994). Patterns within preschoolers emergent reading. Reading Research Quarterly, 29, 409– 425. Erhmann, J. (Ed.). (1968). Game, play, literature. Boston: Beacon Press.
References 325 Faulstich Orellana, M. (1994). Appropriating the voice of the super- heroes: Three preschoolers’ bilingual language uses in play.
Feldman, D. H. (1986). Nature’s gambit: Child prodigies and the development of human potential. New York: Basic Books. Ferreiro, E., & Teberosky, A. (1982). Literacy before schooling. Exeter, NH: Heinemann. Field, T., & Greenberg, R. (1982). Temperament ratings by parents and teachers of infants, toddlers, and preschool children. Child
Fineberg, J. (1997). The innocent eye: Children’s art and the mod- ern artist. Princeton, NJ: Princeton University Press. Fischer, K. W., & Canfield, R. L. (1986). The ambiguity of stage and structure of behavior: Person and environment in the development of psychological structure. In I. Levin (Ed.), Stage and structure: Reopening the debate (pp. 246–367). Norwood, NJ: Ablex. Fischer, K. W., Knight, C. C., & Van Parys, M. (1993). Analyzing diversity in developmental pathways: Methods and concepts. In R. Case & W. Edelstein (Eds.), The new structuralism in cogni- tive development: Theory and research on individual pathways (pp. 33–56). Basel, Switzerland: Karger. Flohr, J. W. (1981). Short-term music instruction and young chil- dren’s developmental music aptitude. Journal of Research in Music Education, 29, 219–223. Franciscono, M. (1998). Paul Klee and children’s art. In J. Fineberg (Ed.), Discovering child art (pp. 95–121). Princeton, NJ: Princeton University Press. Franyo, G., & Hyson, M. (1999). Temperament training for early childhood caregivers: A study of the effectiveness of training. Child and Youth Care Forum, 28, 329 –349. Freeman, J. (2000). Teaching for talent: Lessons from the research. In C. F. M. van Lieshout & P. G. Heymans (Eds.), Developing talent
Freud, S. (1909). The complete psychological works of Sigmund Freud: Vol. 10. Analysis of a phobia in a five-year-old boy. London: Hogarth Press. Froebel, F. (1885). The education of man (J. Jarvis, Trans.). New York: Lovell. Gaitskell, C. D., Hurwitz, A., & Day, M. (1982). Children and their
Galda, L., & Pellegrini, A. D. (1985). Play, language, and stories. Norwood, NJ: Ablex. Garcia, E. E. (1988). Effective schooling for language minority students. Arlington, VA: National Clearing House for Bilingual Education. Garcia, E. E. (1993). The education of linguistically and culturally di- verse children. In B. Spodek (Ed.), Handbook of research on the education of young children (pp. 372–384). New York: Macmillan. Gardner, H. (1980). Artful scribbles: The significance of children’s drawings. New York: Basic Books. Gardner, H. (1983). Frames of mind. The theory of multiple intelli- gences. New York: Basic Books. Gardner, H., & Winner, E. (1982). First intimations of artistry. In S. Strauss (Ed.), U-shaped behavioral growth. New York: Academic Press. Garvey, C. (1977). Play. Cambridge, MA: Harvard University Press. Geertz. C. (1972). The interpretation of cultures. New York: Basic Books. Goelman, H., Doherty, G., Lero, D., LaGrange, & Tougas, J. (2000). Caring and learning in child care centres across Canada. Guelph, Ontario, Canada: University of Guelph Centre for Families, Work and Well-Being. Goelman, H., & Jacobs, E. V. (1994). Children’s play in childcare settings. Albany: State University of New York Press. Goelman, H., & Pence, A. R. (1987). Effects of child care, family and individual characteristics on children’s language develop- ment: The Victoria Day Care Research Project. In D. A. Phillips (Ed.), What does research tell us? (pp. 89–104). Washington, DC: National Association of the Education of Young Children. Goelman, H., Shapiro, E. & Pence, A. R. (1992). Family environ- ment and family day care. Family Relations, 4(19), 251–270. Goetze, M., Cooper, N., & Brown, C. J. (1990). Recent research on singing in the general music classroom. Bulletin of the Council for Research in Music Education, 104, 16–37. Goldenberg, C., Reese, L., & Gallimore, R. (1992). Effects of school literacy materials on Latino children’s home experiences and early reading achievement. American Journal of Education, 100(4), 497–536. Golomb, C. (1992). The child’s creation of a pictorial world. Berkeley: University of California Press. Golomb, C. (1994). Drawing as representation: The child’s acquisi- tion of a meaningful graphic language. Visual Arts Research,
Goodnow, J. J. (1988). Parents’ ideas, actions, and feelings: Models and methods from developmental and social psychology. Child
Gordon, E. E. (1978). Primary measures of music audiation. Chicago: G.I.A. Gordon, E. E. (1979). Developmental aptitude as measured by the Primary Measures of Music Audiation. Psychology of Music, 7, 42– 49.
Gordon, E. E. (1986a). Intermediate measures of music audiation. Chicago: G.I.A. Gordon, E. E. (1986b). The nature, description, measurement, and
Gordon, E. E. (1989). Advanced measures of music audiation. Chicago: G.I.A. Gordon, E. E. (1990). A music learning theory for newborn and young children. Chicago: G.I.A. 326 Early Childhood Education Gordon, E. E. (1993). Learning sequences in music: Skill, content, and patterns. Chicago: G.I.A. Gottfried, A. W., Gottfried, A. E., Bathurst, K., & Guerin, D. W. (1994). Gifted IQ: Early developmental aspects. The Fullerton
Gouzouasis, P. J. (1987). The comparative effects of three types of accompaniment on the singing achievement and developmental tonal aptitude of young children. Unpublished master’s thesis, Temple University, Philadelphia. Gouzouasis, P. J. (1991). A progressive developmental approach to the music education of preschool children. Canadian Music Educator, 32(3), 45–53. Gouzouasis, P. J. (1992). An organismic model of music learning for young children. Update: Applications of Research in Music
Gouzouasis, P. J. (1993). Music aptitude: A comparison of the music abilities of kindergarten children of various ethnic backgrounds.
70–76.
Gouzouasis, P. J. (1994). A developmental model of music literacy. Research Forum, 12(spring), 21–24. Gouzouasis, P. J. (2000). Understanding music media: Digital (re)genesis or cultural meltdown in the 21st century. In B. Hanley & B. A. Roberts (Eds.), Looking forward: Challenges to Canadian music education. Toronto, Ontario, Canada: Hushin House. Gouzouasis, P. J., & Taggart, C. (1995). The music learning and language learning metaphor: An organismic perspective.
9–13.
Graham, P., Rutter, M., & George, S. (1973). Temperamental characteristics as predictors of behavior disorders in children. American Journal of Orthopsychiatry, 43, 328–339. Grant, R. (1995). Meeting the needs of young second language learners. In E. Garcia & B. McLaughlin (Eds.), Meeting the
Graves, D. (1983). Writing: Teachers and children at work. Exeter, NH: Heinemann. Greenspan, S. (1997). Growth of the mind. New York: Addison Wesley. Guilmartin, K., & Levinowitz, L. M. (1989–2000). Music Together Curriculum. Princeton, NJ: Birch Tree Group. Hakuta, K. (1986). Mirror of language: The debate of bilingualism. New York: Basic Books. Harden, B., Winslow, M., Kendziora, K., Shahinfar, A., Rubin, K., Fox, N., Crowley, M., and Zahn-Waxler, C. (2000). Externaliz- ing problems in Head Start children: An ecological exploration. Early Education and Development, 11, 357–385. Hart, B. (2000). A natural history of early language experience. Topics in Early Childhood Special Education, 20(1), 28–35. Hartley, R. E., & Goldenson, R. M. (1963). The complete book of children’s play (Rev. ed.). New York: Crowell. Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classroom. Cambridge, UK: Cambridge University Press. Heath, S. B., & Thomas, C. (1984). The achievement of preschool lit- eracy for mother and child. In H. Goelman, A. Oberg, & F. Smith (Eds.), Awakening to literacy (pp. 51–72). Portsmouth, NH: Heinman.
Helburn, S. W. (Ed). (1995). Cost, quality and child outcomes in child care centers. Denver: University of Colorado at Denver, Depart- ment of Economics, Center for Research and Social Policy. Hofmann, W. (1998). The art of unlearning. In J. Fineberg (Ed.),
University Press. Holdaway, D. (1979). The foundations of literacy. Sydney, Australia: Ashton Scholastic. Hollingworth, L. S. (1942). Children above 180 IQ. Yonkers, NY: World Book. Holloway, S. D., & Reichhart-Erickson, M. (1988). The relationship of day care quality to children’s free play behavior and social problem-solving skills. Early Childhood Research Quarterly, 3, 39–53.
Holohan, J. M. (1984, June). The development of music syntax: Some observations of music babble of young children. Paper de- livered at the Music in Early Childhood Conference, Brigham Young University, Provo, UT. Howes, C. (1983). Caregiver behavior in center and family day care. Journal of Applied Developmental Psychology, 4, 99 –107. Howes, C. (1987) Quality indicators in infant and toddler child care: The Los Angeles Study. In D. A. Phillips (Ed.),
DC: National Association for the Education of Young Children. Howes, C. (1997). Children’s experiences in center-based child care as a function of teacher background and adult:child ratio. Merrill-Palmer Quarterly, 43, 404 – 425. Howes, C., Phillips, D. A., & Whitebook, M. (1992). Thresholds of quality: Implications for the social development of children in center-based child care. Child Development, 63, 449– 460. Howes, C., & Smith, E. W. (1995). Relations among child care quality, teacher behavior, children’s play activities, emotional security, and cognitive activity in child care. Early Childhood
Hunt, J. M. (1961). Intelligence and experience. New York: Ronald Press. Jacob, E. J. (1984). Learning literacy through play: Puerto Rican kindergarten children. In H. Goelman, A. Oberg, & F. Smith (Eds.), Awakening to literacy. Exeter, NH: Heinemann. Jakobson, R. (1968). Child language, aphasia, and phonological
Mouton.
Jersild, A. T., & Bienstock, S. F. (1931). The influence of training on the vocal ability of three-year-old children. Child Development, 2, 272–291. |
