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Picture books appeal to readers of all ages for many different reasons. As instructors of child development, we use them as
one strategy to help students conceptualize the physical, cognitive, and socioemotional growth of children. We use picture
books to introduce principles, explain vocabulary, and encourage students to make connections between theory and practice
in early childhood education. In this article, we provide examples of picture books that can be used to understand children
from infancy (birth–2 years) to early childhood (2–6 years). Twenty-four suggested titles accurately narrate and illustrate
early development. 相似文献
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The purposes of this mail survey were to describe the extent to which child care programs use continuity of caregivers with infants and toddlers, the factors influencing decisions to move infants and toddlers to new classes, the practices used to prepare them for such moves, and the extent to which respondents agreed with the concept of providing continuity of caregivers. Child care programs accredited by the National Association for the Education of Young Children and those that were not accredited were selected randomly from existing data bases. Results indicate that (a) relatively few programs use continuity of caregivers for infants and even fewer use it for toddlers; (b) the majority of programs consider children’s attainment of developmental milestones, their age, and the space available in the next class when deciding when to transition infants and toddlers to new classes; (c) most centers used a number of practices to prepare infants and toddlers to move to new classes; and (d) more respondents report agreement with using continuity of caregivers than practice it. Relatively few differences were noted across accredited and nonaccredited centers on these issues. 相似文献
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Practical problems of the gifted dyslexic are explored through a case study, that of an unusually talented craftsman who is both dyslexic and epileptic, and whose school history is reviewed and evaluated. 相似文献
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Ann Lewis Sarah Parsons Christopher Robertson Anthony Feiler Beth Tarleton Debby Watson Richard Byers Jill Davies Ann Fergusson Claire Marvin 《British Journal of Special Education》2008,35(2):78-84
Increasingly in recent years, the involvement of disabled people as co-researchers has been regarded as 'good practice'. This has been informed by growing participatory and emancipatory research paradigms as well as user-focused policy imperatives. The benefits of these shifts apply to the research itself (improved definition, direction, applicability and impact), to non-disabled researchers (personal growth and enhanced understanding of the reflexive research process), to people with disabilities involved as researchers or collaborators (personal growth and enhanced opportunities), and (if externally funded) to the funder whose ways of operating are likely to be challenged profoundly. In this paper, Ann Lewis, Sarah Parsons and Christopher Robertson (based at the University of Birmingham), Anthony Feiler, Beth Tarleton and Debby Watson (based at the University of Bristol) and Richard Byers, Jill Davies, Ann Fergusson and Claire Marvin (based at the University of Cambridge) discuss the work of three independent research teams carrying out concurrent projects. The authors share their experiences of trying to take seriously the participation of disabled people in research. All three projects were informed, to a significant degree, by their respective reference groups of disabled people. The work of these groups in each of the three projects is outlined and then discussed in relation to five common themes: formal contracts with members of reference groups; considerations concerning drawing on an established reference group; planning for reference group involvement; style of reference group involvement; and building on good practice. 相似文献
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In this position paper—one of six care practice papers published by Lamaze International and reprinted here with permission—the benefit of non-supine positions for birth is discussed and presented as an evidence-based practice that helps promote, protect, and support normal birth. The paper is written for childbearing women and their families. Upright and gravity-neutral positions facilitate rotation and descent of the baby and result in reduced duration of second stage, a reduction in episiotomies, and fewer abnormal fetal heart rate patterns. The accompanying commentary—written by a leading proponent of maternity care—supports these benefits. Lamaze International recommends that laboring women not push until they feel an urge to do so, and that they choose positions for birth that are most comfortable for them. 相似文献
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Debby Zambo 《Innovative Higher Education》2011,36(4):261-271
Debates about the education doctorate continue; and, while some individuals focus on the problematic, others work to distinguish this degree from the Ph.D. The author is part of the latter, and in this article I explain how faculty members at one university are using action research as a signature pedagogy to create stewards of practice, that is, school leaders who have the knowledge, skills, and dispositions to pinpoint educational problems, design solutions, and create effective change. A content analysis of action research dissertations was used to prove stewardship. I investigated the challenges that sparked students’ actions; the actions they took in response; and the benefits, if any, they gained from this experience. 相似文献