HANDS ON, MINDS ON: HOW EXECUTIVE FUNCTION, MOTOR, AND SPATIAL SKILLS FOSTER SCHOOL READINESS
Book ID/图书代码： 18C00374
English Summary/英文概要： A growing body of research indicates that three foundational cognitive skills―executive function, motor skills, and spatial skills―form the basis for children to make a strong academic, behavioral, and social transition to formal school. Given inequitable early learning environments or “opportunity gaps” in the United States, these skills are also a source of substantial achievement and behavioral gaps.
Hands On, Minds On describes the importance of children’s foundational cognitive skills for academic achievement in literacy and mathematics, as well as their connections with other areas of school readiness, including physical health, social and emotional development, and approaches to learning. The author emphasizes how social relationships and interactions, both in and outside the classroom, encourage or constrain young children’s development in these skills. The book concludes with a summary of the growing evidence in favor of guided object play, which teachers can introduce to children to exercise and strengthen foundational cognitive skills.
Book Features:
Applies prominent theories from cognitive psychology to explain how children learn in the early childhood classroom.
Includes text comprehension review questions, short exercises, and realistic examples of preschool classroom scenarios.
Examines different types of play and their association with learning gains, especially for children of lower socioeconomic backgrounds.
Proposes shifts in early childhood practice toward guided object play to give all students an opportunity for early success in school.
Chinese Summary/中文概要： 越来越多的研究表明, 三个基本的认知技能--执行功能、运动技能和空间技能--构成了孩子们向正规学校进行强有力的学术、行为和社会过渡的基础。在美国，由于早期学习环境不公平或 "机会差距", 这些技能也是取得重大成就和行为差距的根源。
本书描述了儿童基本认知技能对读写能力和数学成绩的重要性，以及这些技能培养与入学准备前的其他方面的联系，包括身体健康、社会和情感发展以及学习方法。作者强调了课堂内外的社会关系和互动是如何鼓励或限制幼儿在这些技能上的发展的。这本书的结尾总结了越来越多支持引导对象游戏的证据，老师可以向孩子们介绍引导对象游戏来锻炼和加强基本的认知技能。
本书特点：
运用认知心理学的重要理论解释儿童在幼儿课堂中的学习方式
包括课文理解复习问题，短篇练习，以及学龄前课堂情景的实例。
研究不同类型的游戏及其与学习成绩的关系，特别是对社会经济背景较低的儿童而言。
建议将幼儿实践转向引导目标游戏，让所有学生都有机会在学校获得早期成功。
(Sandy)
Awards/获奖情况：
About the Author/作者介绍： 克莱尔•E卡梅隆 (Claire E. Cameron)是布法罗大学学习与教学系副教授。她为在纽约州寻求教师资格证书的教师和寻求学前或初级专业博士学位的研究人员，提供幼儿和童年课程指导。她是幼儿基本认知技能发展和评估方面的专家，也是“头-趾-膝-肩(HTKS /孩子们被要求玩一种与实验者所说的相反的游戏) 行为评估”和“运动技能评定量表”(MSRS)教师报告问卷的作者。2007年，Cameron在密歇根大学安阿伯分校的教育和心理学综合项目中获得了博士学位。2007年至2009年，她在弗吉尼亚大学高级教学研究中心担任教育科学研究所博士后研究员。此外，作者也是一位积极为普通读者提供翻译研究成果的拥趸者，还曾在康涅狄格大学pk-3(学龄前三年级儿童)能力活动测试的顾问委员会任职。 想要更多地了解 Cameron的著作，可登录claireelizabethcameron.com。Claire E. Cameron is associate professor in the Department of Learning and Instruction at the University at Buffalo. She directs the Early Childhood and Childhood programs for teachers seeking certification to teach in New York State, and for researchers seeking a doctorate with a preschool or elementary focus. She is an expert in the development and assessment of foundational cognitive skills in early childhood and author of the Head-Toes-Knees-Shoulders (HTKS) behavioral assessment and the Motor Skills Rating Scale (MSRS) teacher-report questionnaire. Cameron earned her PhD in 2007 from the University of Michigan’s Combined Program in Education and Psychology in Ann Arbor. She was an Institute for Education Sciences Postdoctoral Fellow from 2007 to 2009 at the University of Virginia’s Center for Advanced Study of Teaching & Learning (CASTL), where she stayed on as research scientist until moving to Buffalo in 2015. She is a passionate proponent of translating research for public audiences and serves on the advisory board for the University of Connecticut’s PK–3 Leadership Program. Learn more about Cameron’s work at claireelizabethcameron.com.
Format:HARDCOVER
Rights Status/版权销售情况：Simplified Chinese/简体中文：AVAILABLE
Complex/Traditional Chinese/繁体中文：AVAILABLE
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