The Development of Social Cognition and Communication (eBook, PDF)

Redaktion: Homer, Bruce D.; Tamis-Lemonda, Catherine S.

• Format: PDF

Produktbeschreibung

For young children, two of the most important tasks they face are learning how to communicate and learning how to think about themselves and the social world around them. The premise of this book is that these two tasks are inherently linked. The communicative routines and language that children learn enable new modes of cognition, which in turn allow for more complex social interactions. The model of early child development that emerges is one in which equal importance is given to the socio-cultural context in which children are developing, and to the role played by children in actively constructing their own knowledge.

The book is organized into four thematic sections, each introduced by an integrative overview. The first section, "Language and Cognition," examines the function of language in young children's lives. The second section, "Intentionality and Communication," explores young children's understanding of intentions and their verbal and non-verbal communication. The third section, "Theory of Mind and Pedagogy," examines the ways in which developments in cognitive and communicative skills transform children's participation in the process of teaching and learning. The final section, "Narrative and Autobiographical Memory," looks at the effects of narrative on young children's understanding of themselves and their world. This book will be of great interest to anyone concerned with young children's learning and development.

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Produktdetails

• Verlag: Taylor & Francis eBooks
• Seitenzahl: 400
• Erscheinungstermin: 2. Dezember 2013
• Englisch
• ISBN-13: 9781317778134
• Artikelnr.: 40106483

Autorenporträt

Bruce D. Homer, Catherine S. Tamis-LeMonda

Inhaltsangabe

Contents: B.D. Homer
C.S. Tamis-LeMonda
Preface. D.R. Olson
Foreword. Part I: Language and Cognition. B.D. Homer
C.S. Tamis-LeMonda
Section Introduction. K. Nelson
Cognitive Functions of Language in Early Childhood. B.D. Homer
K. Nelson
Seeing Objects as Symbols and Symbols as Objects: Language and the Development of Dual Representation. S. Jacques
P. Zelazo
On the Possible Roots of Cognitive Flexibility. Part II: Intentionality and Communication. C.S. Tamis-LeMonda
B.D. Homer
Section Introduction. A. Walker-Andrews
Perceiving Social Affordances: The Development of Emotional Understanding. D. Baldwin
Discerning Intentions: Characterizing the Cognitive System at Play. C.S. Tamis-LeMonda
K. Adolph
Social Referencing in Infant Motor Action. N. Akhtar
Is Joint Attention Necessary for Early Language Learning? C. Moore
D. Symons
Attachment
Theory of Mind
and Delay of Gratification. Part III: Theory of Mind and Pedagogy. B.D. Homer
C.S. Tamis-LeMonda
Section Introduction. J. Astington
J. Pelletier
Theory of Mind
Language
and Learning in the Early Years: Developmental Origins of School Readiness. D. Frye
M. Ziv
Teaching and Learning as Intentional Activities. S. Goldin-Meadow
Gesture in Social Interactions: A Mechanism for Cognitive Change. Part IV: Narrative and Autobiographical Memory. C.S. Tamis-LeMonda
B.D. Homer
Section Introduction. J. Brockmeier
Pathways of Narrative Meaning Construction. R. Fivush
C.A. Haden
Parent-Child Reminiscing and the Construction of a Subjective Self. M. Leichtman
Q. Wang
Autobiographical Memory in the Developmental Niche: A Cross-Cultural Perspective.