Bøger af Olivia N. Saracho

While teachers value children's play, they often do not know how to guide that play to make it more educational. This volume reflects current research in the child development and early childhood education fields.

This volume on literacy in early childhood education covers topics such as: teachers' roles in promoting literacy-related play; hypermediating literacy activity; creating opportunities for discourse; bridging home and school literacy; and engaging children in the appropriation of literacy.

This text looks at how the study of play has gained attention and concerns about play in young children have emerged. Ten chapters examine the understanding of play and its theories, play in school, pre-school and theories of pretence, mental representation and humour development.

Written by a team that represents outstanding teaching, award-winning writing, and extensive editorial experience, the book leads teacher/scholar/authors to replace the old "publish or perish" dictum with a different, growth-seeking orientation: publish and flourish.

Some educators feel that children's cognitive styles should be taken into account when learning activities are planned for them. The term cognitive styles refers to one's personal style, and describes an individual's mode of understanding, thinking, remembering, judging, and solving problems;