000 04172nam a22003855i 4500
001 313708
003 MX-SnUAN
005 20160429160711.0
007 cr nn 008mamaa
008 150903s2013 ne | o |||| 0|eng d
020 _a9789400766716
_99789400766716
024 7 _a10.1007/9789400766716
_2doi
035 _avtls000367915
039 9 _a201509030719
_bVLOAD
_c201405070449
_dVLOAD
_y201402251639
_zstaff
040 _aMX-SnUAN
_bspa
_cMX-SnUAN
_erda
050 4 _aLB1101-1139
100 1 _aWasserman, Leslie Haley.
_eeditor.
_9356056
245 1 0 _aEarly Childhood and Neuroscience - Links to Development and Learning /
_cedited by Leslie Haley Wasserman, Debby Zambo.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2013.
300 _axii, 220 páginas 14 ilustraciones
_brecurso en línea.
336 _atexto
_btxt
_2rdacontent
337 _acomputadora
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _aarchivo de texto
_bPDF
_2rda
490 0 _aEducating the Young Child, Advances in Theory and Research, Implications for Practice ;
_v7
500 _aSpringer eBooks
505 0 _aAcknowledgements -- Preface; Layne Kalbfleisch -- Introduction; Leslie Haley Wasserman and Debby Zambo -- 1. The Practical and Ethical Concerns of Using Neuroscience to Teach Young Children  and Help them Self-Regulate; Debby Zambo -- 2. Neuroscience: The Genesis of Our Individual Brain Strengths; Diane Connell and Jena VanStelten -- 3. Reading and the Young Brain; Nancy Frey and Douglas Fisher -- 4. Brain Development in Early Childhood: A Critical Analysis; Valeri Farmer-Dougan and Larry Alferink -- 5. Addressing the Affective Domain: What Neuroscience says about Social/Emotional Development in Early Childhood; William A. Mosier -- 6. Early Literacy Trends for Children Identified as At-Risk for School Failure: Are They Consistent with Contemporary Neuroscience and Learning Theory?; Rae Ann Hirsh -- 7. Brain Differences in Children with Autism and the Subsequent Impact this has on Learning; Diane Branson -- 8. The Twice Exceptional Young Learner; Leslie Haley Wasserman -- 9. Making a Case for Early Intervention: The Role of Developmental Neuroscience; Niamh Stack -- 10. Effective Strategies to Help Teachers Learn about Brain Development; Billie Enz and Jill Stamm -- 11. Metaphors of Developmental Process for Brain-Savvy Teachers; George Hruby -- Closing Thoughts: Remaining Optimistic, Cautious and Active; Debby Zambo and Leslie Haley Wasserman.    .
520 _aInformation from neuroscience is growing and being properly used, and misused wich makes it imperative that educators receive accurate and practical information. This book provides the accurate and practical information educators (pre-service and in-service) and caregivers serving children birth through age 8 need to know. This volume takes a practical and cautionary stance. It reminds educators to consider the ethical implications of neuroscience when it is applied to education, reviews current findings from neuroscience and reveals the dangers of oversimplification and inappropriate extensions of neuroscience into curricula. It brings together a group of authors with varied expertise writing on an array of inter-related educational topics that will help educators use neuroscience to understand and address the cognitive, emotional, social, and behavioral needs of all young children, including those with exceptionalities. They believe neuroscience can be insightful and useful to educators if applied ethically and with care. The book offers strategies educators and caregivers can use to affect children today and the adults they can become.
590 _aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700 1 _aZambo, Debby.
_eeditor.
_9356057
710 2 _aSpringerLink (Servicio en línea)
_9299170
776 0 8 _iEdición impresa:
_z9789400766709
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-94-007-6671-6
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
942 _c14
999 _c313708
_d313708