Catálogo de publicaciones - revistas
Child Development
Resumen/Descripción – provisto por la editorial en inglés
As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.Palabras clave – provistas por la editorial
development; child; developmental; psychology; SRCD; society; research; psychiatry; therapy; educati
Disponibilidad
| Institución detectada | Período | Navegá | Descargá | Solicitá |
|---|---|---|---|---|
| No detectada | desde ene. 2002 / hasta dic. 2023 | Wiley Online Library |
Información
Tipo de recurso:
revistas
ISSN impreso
0009-3920
ISSN electrónico
1467-8624
Editor responsable
John Wiley & Sons, Inc. (WILEY)
País de edición
Estados Unidos
Fecha de publicación
2002-
Cobertura temática
Tabla de contenidos
Becoming a Social Partner With Peers: Cooperation and Social Understanding in One- and Two-Year-Olds
Celia A. Brownell; Geetha B. Ramani; Stephanie Zerwas
Palabras clave: Developmental and Educational Psychology; Education; Pediatrics, Perinatology and Child Health.
Pp. 803-821
Verbal and Visuospatial Short-Term and Working Memory in Children: Are They Separable?
Tracy Packiam Alloway; Susan Elizabeth Gathercole; Susan J. Pickering
Palabras clave: Pediatrics, Perinatology, and Child Health; Education; Developmental and Educational Psychology.
Pp. 1698-1716
The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions
Joseph A. Durlak; Roger P. Weissberg; Allison B. Dymnicki; Rebecca D. Taylor; Kriston B. Schellinger
Palabras clave: Pediatrics, Perinatology, and Child Health; Education; Developmental and Educational Psychology.
Pp. 405-432
doi: 10.1111/cdev.12091
Taking Shape: Supporting Preschoolers' Acquisition of Geometric Knowledge Through Guided Play
Kelly R. Fisher; Kathy Hirsh‐Pasek; Nora Newcombe; Roberta M. Golinkoff
<jats:p>Shape knowledge, a key aspect of school readiness, is part of early mathematical learning. Variations in how children are exposed to shapes may affect the pace of their learning and the nature of their shape knowledge. Building on evidence suggesting that child‐centered, playful learning programs facilitate learning more than other methods, 4‐ to 5‐year‐old children (<jats:italic>N </jats:italic>=<jats:italic> </jats:italic>70) were taught the properties of four geometric shapes using guided play, free play, or didactic instruction. Results revealed that children taught shapes in the guided play condition showed improved shape knowledge compared to the other groups, an effect that was still evident after 1 week. Findings suggest that scaffolding techniques that heighten engagement, direct exploration, and facilitate “sense‐making,” such as guided play, undergird shape learning.</jats:p>
Palabras clave: Developmental and Educational Psychology; Education; Pediatrics, Perinatology and Child Health.
Pp. 1872-1878
doi: 10.1111/cdev.13353
Children’s Home Numeracy Environment Predicts Growth of their Early Mathematical Skills in Kindergarten
María Inés Susperreguy
; Sabrina Di Lonardo Burr; Chang Xu; Heather Douglas; Jo‐Anne LeFevre
Palabras clave: Developmental and Educational Psychology; Education; Pediatrics, Perinatology, and Child Health.
Pp. 1663-1680