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Developing self and self-concepts in early childhood education and beyond / Bridie Raban (Melbourne Graduate School of Education, Australia).

By: Material type: TextTextSeries: Emerald pointsPublisher: Bingley, U.K. : Emerald Publishing Limited, 2020Copyright date: ©2020Description: 1 online resource (152 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 1839828420
  • 9781839828409
  • 1839828404
  • 9781839828423
Subject(s): Genre/Form: Additional physical formats: Print version:: No titleDDC classification:
  • 155.2 23
LOC classification:
  • BF723.S24 R33 2020
Online resources:
Contents:
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
Summary: 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.
List(s) this item appears in: Early Childhood Development เด็กปฐมวัย (update2023)
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Holdings
Item type Current library Shelving location Call number Status Date due Barcode Item holds
Electronic Book Electronic Book Kuakarun Nursing Library Processing unit Online Access Eb35538
Total holds: 0

Includes index.

Includes bibliographical references.

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.

Print version record.

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

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