Developing Theories of Mind


Book Description

A collection of empirical reports and conceptual analyses written by leading researchers in an exciting new area of the cognitive sciences. The book examines a fundamental change that occurs in children's cognition between the ages of two and six.




Transforming the Workforce for Children Birth Through Age 8


Book Description

Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.




The Development of Sociomoral Knowledge


Book Description

Home to the New York Yankees, the Bronx Zoo, and the Grand Concourse, the Bronx was at one time a haven for upwardly mobile second-generation immigrants eager to leave the crowded tenements of Manhattan in pursuit of the American dream. Once hailed as a "wonder borough" of beautiful homes, parks, and universities, the Bronx became -- during the 1960s and 1970s -- a national symbol of urban deterioration. Thriving neighborhoods that had long been home to generations of families dissolved under waves of arson, crime, and housing abandonment, turning blocks of apartment buildings into gutted, graffiti-covered shells and empty, trash-filled lots. In this revealing history of the Bronx, Evelyn Gonzalez describes how the once-infamous New York City borough underwent one of the most successful and inspiring community revivals in American history. From its earliest beginnings as a loose cluster of commuter villages to its current status as a densely populated home for New York's growing and increasingly more diverse African American and Hispanic populations, this book shows how the Bronx interacted with and was affected by the rest of New York City as it grew from a small colony on the tip of Manhattan into a sprawling metropolis. This is the story of the clattering of elevated subways and the cacophony of crowded neighborhoods, the heady optimism of industrial progress and the despair of economic recession, and the vibrancy of ethnic cultures and the resilience of local grassroots coalitions crucial to the borough's rejuvenation. In recounting the varied and extreme transformations this remarkable community has undergone, Evelyn Gonzalez argues that it was not racial discrimination, rampant crime, postwar liberalism, or big government that was to blame for the urban crisis that assailed the Bronx during the late 1960s. Rather, the decline was inextricably connected to the same kinds of social initiatives, economic transactions, political decisions, and simple human choices that had once been central to the development and vitality of the borough. Although the history of the Bronx is unquestionably a success story, crime, poverty, and substandard housing still afflict the community today. Yet the process of building and rebuilding carries on, and the revitalization of neighborhoods and a resurgence of economic growth continue to offer hope for the future.




From Neurons to Neighborhoods


Book Description

How we raise young children is one of today's most highly personalized and sharply politicized issues, in part because each of us can claim some level of "expertise." The debate has intensified as discoveries about our development-in the womb and in the first months and years-have reached the popular media. How can we use our burgeoning knowledge to assure the well-being of all young children, for their own sake as well as for the sake of our nation? Drawing from new findings, this book presents important conclusions about nature-versus-nurture, the impact of being born into a working family, the effect of politics on programs for children, the costs and benefits of intervention, and other issues. The committee issues a series of challenges to decision makers regarding the quality of child care, issues of racial and ethnic diversity, the integration of children's cognitive and emotional development, and more. Authoritative yet accessible, From Neurons to Neighborhoods presents the evidence about "brain wiring" and how kids learn to speak, think, and regulate their behavior. It examines the effect of the climate-family, child care, community-within which the child grows.




The Child's Discovery of the Mind


Book Description

Three-year old Emily greets her grandfather at the front door: "We're having a surprise party for your birthday! And it's a secret!" We may smile at incidents like these, but they illustrate the beginning of an important transition in children's lives--their development of a "theory of mind." Emily certainly has some sense of her grandfather's feelings, but she clearly doesn't understand much about what he knows, and surprises--like secrets, tricks, and ties all depend on understanding and manipulating what others think and know. Jean Piaget investigated children's discovery of the mind in the 1920s and concluded that they had little understanding before the age of six. But over the last twenty years, researchers have begun to challenge his methods and revise his conclusions. In The Child's Discovery of the Mind, Janet Astington surveys this lively area of research in developmental psychology. Sometime between the ages of two and five, children begin to have insights into their own mental life and those of others. They begin to understand mental representation--that there is a difference between thoughts in the mind and things in the world, between thinking about eating a cookie and eating a cookie. This breakthrough reflects their emerging capacity to infer other people's thoughts, wants, feelings, and perceptions from words and actions. They come to understand why people act the way they do and can predict how they will act in the future, so that by the age of five, they are knowing participants in social interaction. Astington highlights how crucial children's discovery of the mind is in their social and intellectual development by including a chapter on autistic children, who fail to make this breakthrough. "Mind" is a cultural construct that children discover as they acquire the language and social practices of their culture, enabling them to make sense of the world. Astington provides a valuable overview of current research and of the consequences of this discovery for intellectual and social development.




The Relationship Between Social and Cognitive Development


Book Description

Published in the year 1983, The Relationship Between Social and Cognitive Development is a valuable contribution to the field of Developmental Psychology.




Social-Cognitive Development in Context


Book Description

The relationship between the cognitive and social spheres of human functioning and their context has long been regarded by social and behavioural scientists as a central theoretical issue. By the early 1980s a number of empirical studies had further elucidated the nature of this relationship but no attempt had been made to present a coherent picture of the research and developments in this increasingly popular area of study. Originally published in 1982, the topics covered in this book filled the gap admirably. They present a view of the development of aspects of the self and of self-other relations and how these two lines of development interact within a given context. All the contributions attempt to portray the child’s developing awareness of the self in relation to the social world, but all consider it from different perspectives and in varying degrees of detail. This useful collection, by a number of well-known contributors, should still be of great value to students of developmental and social psychology.




The Development of Children's Imaginative Writing (1984)


Book Description

Published in 1984. The more we know about young writers, the more we observe them as they write, discuss the composing process with them, talk to them about the sources of their ideas and the difficulties which they encounter as they try to captures thoughts and feelings in words, the greater will be our understanding of imaginative activity and the part it plays in children’s personal and social development. This is the essential theme of the book and the contributors stress the importance of sympathetic and sensitive guidance by teachers and parents in encouraging the imaginative process in young children. The personal diaries, stories and conversations with young writers which appear in this book illustrate how children can use imaginative writing as a means of coming to terms with social and emotional issues in their lives. The book presents first a theoretical analysis of the imaginative writing process and then goes on to explore children’s growing awareness of themselves and others through their perception of sex-roles, their way of dealing symbolically with illness and death, fear and separation, religious and spiritual experiences, and their understanding of social relationships with family and friends. The writing process itself is examined in detail and parallels drawn between the adult and child writer. The final part of the book presents children’s own reflections on writing, shows one classroom community in action and discusses the extent to which children themselves can gain control of their own writing process.