TY  - BOOK
AU  - Raban,Bridie
TI  - Developing self and self-concepts in early childhood education and beyond
T2  - Emerald points
SN  - 1839828420
AV  - BF723.S24 R33 2020
U1  - 155.2 23
PY  - 2020///
CY  - Bingley, U.K.
PB  - Emerald Publishing Limited
KW  - Self in children
KW  - Early childhood education
KW  - Child & developmental psychology
KW  - bicssc
KW  - Psychology
KW  - Developmental / Child
KW  - bisacsh
KW  - fast
KW  - Electronic books
N1  - Includes index; Includes bibliographical references; Cover -- DEVELOPING SELF AND SELF-CONCEPTS IN EARLY CHILDHOOD EDUCATION AND BEYOND -- DEVELOPING SELF AND SELF-CONCEPTS IN EARLY CHILDHOOD EDUCATION AND BEYOND -- Copyright -- Dedication -- CONTENTS -- ACKNOWLEDGEMENT -- Introduction -- SECTION 1 -- 1. Research Findings Concerning Mothers and Infants -- 2. The Psychodynamic Perspective on the Mother-Child Relationship -- with Particular Reference to the Work of Winnicott (Caldwell & Robinson, 2017) -- 3. Self as the Object of Knowledge -- But Who Knows? -- 4. The World of Other Persons; 5. Communication and Learning -- Implications for the Children and Their Teachers -- SECTION 2 -- 6. Basis for the Observation of Four Children -- The Recording Process -- Demographic Information about Each Child -- 7. Descriptive Analysis of Personal Interaction Styles within the Home -- Child Being Engaged in Family Activities -- Adults Thinking Aloud whilst Doing Things -- Sequences of Conversation -- Families Engaging in the Child's Activities -- Ways in Which the Child Seeks Attention -- Ways in Which Difficulties Are Handled -- Games and Activities with Other Children; 8. Observations of Each Child during Their First Term in School -- Kathy -- Leo -- Sandy -- Alan -- 9. Retrospect -- REFERENCES -- INDEX
N2  - It is widely accepted that interactions between adults and infants change over time and babies play a dynamic role in their interactions with those who care for them. Acknowledging that their sense of self is moulded by these experiences, and reflected in their own behaviours later in life, this book focuses on the development of an infant's sense of self from the moment of birth, into school, and beyond. In the first part of the monograph, the author weaves together both theoretical speculation and empirical research on the topic. Studies from across the last century are tracked and reinforced with 21st century contemporary research. Moving on from this foundation, the second section presents an observation study of four three-year old children in their homes and first term in school, providing a real-life practical illustration of the theoretical background. Drawing on analysis of children in their home environments and in school, including transcripts of conversations engaged in at home, and notes based on classroom observations, the author presents a cutting-edge insight into the adjustment and adaptation of the study participants' first experience of school, reflected against the background of their home lives
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ER  -