Active Learning from Infancy to Childhood

Social Motivation, Cognition, and Linguistic Mechanisms
1. Auflage 2018
ISBN: 978-3-319-77181-6
Verlag: Springer International Publishing

Buch, Englisch, 265 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 594 g

This book presents new findings on the role of active learning in infants’ and young children’s cognitive and linguistic development. Chapters discuss evidence-based models, identify possible neurological mechanisms supporting active learning, pinpoint children’s early understanding of learning, and trace children’s recognition of their own learning. Chapters also address how children shape their lexicon, covering a range of active learning practices including interactions with parents, teachers, and peers; curiosity and exploration during play; seeking information from other people and their surroundings; and asking questions. In addition, processes of selective learning are discussed, from learning new words and trusting others in acquiring information to weighing evidence and accepting ambiguity. 
Topics featured in this book include:

• Infants’ active role in language learning.
  
• The process of active word learning.
  
• Understanding when and how explanation promotes exploration.
  
• How conversations with parents can affect children’s word associations.
  
• Evidence evaluation for active learning and teaching in early childhood.
  
• Bilingual children and their role as language brokers for their parents.

Active Learning from Infancy to Childhood is a must-have resource for researchers, clinicians and related professionals, and graduate students in developmental psychology, psycholinguistics, educational psychology, and early childhood education. 

Zielgruppe

Research

Autoren/Hrsg.

Ganea, Patricia A.

Saylor, Megan M.

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Kinder- und Jugendpsychologie
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Geisteswissenschaften Sprachwissenschaft Psycholinguistik, Neurolinguistik, Kognition

Inhaltsverzeichnis

Part I. Foundations of Active Learning.- Chapter 1. Introduction: Children Propel their Development.- Chapter 2. Curious Learners: Infants’ Motivation to Learn Shapes.- Chapter 3. Taking Center Stage: Infants’ Active Role in Language Learning.- Part II: Cognitive and Linguistic Skills that Enable Active Learning.- Chapter 4. Curiosity, Exploration, and Children’s Understanding of Learning.- Chapter 5. The Process of Active Word Learning.- Chapter 6. Understanding When and How Explanation Promotes Exploration.- Chapter 7.  Explanation Scaffolds Causal Learning and Problem Solving in Childhood.- Part III. Epistemic Trust: Selectivity in Children’s Learning.- Chapter 8. Insights into Children's Testimonial Reasoning.- Chapter 9. Mechanisms of Selective Word Learning: Evidence and Implications.- Chapter 10. The Role of Linguistic Testimony in Children’s Belief in the Existence of the Unobservable.- Part IV. Active Learning in Diverse Contexts.- Chapter 11. How Conversations with Parents May Help Children Learn to Separate the Sheep from the Goats (and the Robots).- Chapter 12. Choosing to Learn:  Evidence Evaluation for Active Learning and Teaching in Early Childhood.- Chapter 13. Bilingual Children: Active Language Learners as Language Brokers.

Über Autor(innen)

Megan M. Saylor, Ph.D., is an Associate Professor at Vanderbilt University in the Department of Psychology and Human Development. She received her undergraduate degree from UC Berkeley in 1996, where she studied psychology and linguistics. She joined the faculty at Vanderbilt after completing her doctorate at the University of Oregon in 2001. Her research focuses on the social and cognitive mechanisms that support the acquisition of language in infants and preschoolers. Patricia A. Ganea, Ph.D., is an Associate Professor at the University of Toronto in the Department of Applied Psychology and Human Development. She received her undergraduate degree from the University of Bucharest in 1996, where she studied psychology and philosophy. Following one year at the University of Oxford as a Soros visiting student, she completed her doctorate in Developmental Psychology at the University of Virginia in 2004. She was Assistant Professor at Boston University from 2007 until 2011, when she joined University of Toronto. Her research focuses on the social, linguistic, and representational aspects of young children's learning.