Awakening Children's Minds: How Parents and Teachers Can Make a DifferenceOxford University Press, 06.05.2004 - 320 Seiten Parents and teachers today face a swirl of conflicting theories about child rearing and educational practice. Indeed, current guides are contradictory, oversimplified, and at odds with current scientific knowledge. Now, in Awakening Children's Minds, Laura Berk cuts through the confusion of competing theories, offering a new way of thinking about the roles of parents and teachers and how they can make a difference in children's lives. This is the first book to bring to a general audience, in lucid prose richly laced with examples, truly state-of-the-art thinking about child rearing and early education. Berk's central message is that parents and teachers contribute profoundly to the development of competent, caring, well-adjusted children. In particular, she argues that adult-child communication in shared activities is the wellspring of psychological development. These dialogues enhance language skills, reasoning ability, problem-solving strategies, the capacity to bring action under the control of thought, and the child's cultural and moral values. Berk explains how children weave the voices of more expert cultural members into dialogues with themselves. When puzzling, difficult, or stressful circumstances arise, children call on this private speech to guide and control their thinking and behavior. In addition to providing clear roles for parents and teachers, Berk also offers concrete suggestions for creating and evaluating quality educational environments--at home, in child care, in preschool, and in primary school--and addresses the unique challenges of helping children with special needs. Parents, Berk writes, need a consistent way of thinking about their role in children's lives, one that can guide them in making effective child-rearing decisions. Awakening Children's Minds gives us the basic guidance we need to raise caring, thoughtful, intelligent children. |
Inhalt
3 | |
The Social Origins of Mental Life | 37 |
Why Children Talk to Themselves | 75 |
Learning Through MakeBelieve Play | 107 |
Helping Children with Deficits and Disabilities | 146 |
Learning in Classrooms | 181 |
The Child in Contemporary Culture | 220 |
A Vision for Parenting and Educational Practice | 245 |
Notes | 251 |
297 | |
Andere Ausgaben - Alle anzeigen
Awakening Children's Minds: How Parents and Teachers Can Make a Difference Laura E. Berk Keine Leseprobe verfügbar - 2001 |
Häufige Begriffe und Wortgruppen
5-year-olds academic achievement acquire activities ADHD children adult adult—child agemates American assistance attention attention-deficit hyperactivity disorder baby become behavior Berk blind cerebral cortex challenging Chapter chil Child Development child psychology child rearing child-care children with ADHD children's learning children's private speech cial classmates classroom cognitive and social collaboration communication competence context conversation cultural deaf children Developmental Psychology dialogues dren dynamic assessment early childhood education effective emotional engage everyday example experiences foster goals Harvard University help children Ibid impulsive infants interaction intersubjectivity Journal kindergarten language literacy make-believe play master math ment mental methylphenidate mother narrative parent—child parents and teachers peers preschoolers pretend play problem solving reading Reggio Emilia relationship Research responsibility role scaffolding self-regulation self-talk sibling social skills sociocultural theory starfish stimulating strategies talk Tamara task teaching thinking TinkerToy tion toddlers toys understanding verbal Vygotsky Vygotsky's York young children zone