New York : The Guilford Press, 2012.
Added to CLICnet on 03/17/2014

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Notes:

• Includes bibliographical references and index.
• Part I. Sources of Children’s Knowledge: 1. What you see is what you get: learning from the ambient environment / Tanya Kaefer 2. Learning through play: procedural versus declarative knowledge / Jennifer Van Reet 3. How children understand and use other people as sources of knowledge: children’s selective use of testimony / Sherryse L. Corrow, Jason Cowell, Sabine Doebel, and Melissa A. Koenig 4. Beyond pedagogy: how children’s knowledge develops in the context of everyday parent-child conversations / Maureen Callanan, Jennifer Rigney, Charlotte Nolan-Reyes, and Graciela Solis 5. Drawing on the arts: less-traveled paths toward a science of learning? / Jessa Reed, Kathy Hirsh-Pasek, and Roberta Michnick Golinkoff 6. Learning by the book: the importance of picture books for young children’s knowledge acquisition / Ashley M. Pinkham 7. Television and children’s knowledge / Heather J. Lavigne and Daniel R. Anderson — Part II. Promoting Knowledge Development in the Classroom: 8. Four play pedagogies and a promise for children’s learning / Kathleen Roskos and James Christie 9. The research-reality divide in early vocabulary instruction / Tanya S. Wright 10. The contributions of curriculum to shifting teachers’ practices / David K. Dickinson, Erica M. Barnes, and Jin-Sil Mock 11. Scaffolding preschoolers’ vocabulary development through purposeful conversations: unpacking the ExCELL model of language and literacy professional development / Barbara A. Wasik and Annemarie H. Hindman 12. Building knowledge through informational text / Nell K. Duke, Anne-Lise Halvorsen, and Jennifer A. Knight 13. Knowledge acquisition in the classroom: literacy and content-area knowledge / Carol McDonald Connor and Frederick J. Morrison 14. Building literacy skills through multimedia / Rebecca Silverman and Sara Hines.
• Synthesizing cutting-edge research from multiple disciplines, this book explores how young children acquire knowledge in the real world and describes practical applications for early childhood classrooms. The breadth and depth of a child’s knowledge base are important predictors of later literacy development and academic achievement. Leading scholars describe the processes by which preschoolers and primary-grade students acquire knowledge through firsthand experiences, play, interactions with parents and teachers, storybooks, and a range of media. Chapters on exemplary instructional strategies vividly show what teachers can do to build children’s content knowledge while also promoting core literacy skills — Provided by publisher.

Subjects:

• Early childhood education.
• Experiential learning.
• EDUCATION / Preschool & Kindergarten bisacsh
• PSYCHOLOGY / Developmental / Child bisacsh
• LANGUAGE ARTS & DISCIPLINES / Literacy bisacsh
• EDUCATION / Educational Psychology bisacsh

Requested by Krueger, G