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Based on presentations at a session of the 15th IUAES-Intercongress held in 2003 at Florence.
A pioneer in the Feldenkrais movement draws on her extensive experience to offer somatic education practitioners a new perspective on infant development When should my baby be walking? Should I worry if they are not talking yet? What can I do to help my baby in their development? Dr. Chava Shelhav draws on her forty years of experience in the Feldenkrais movement to offer answers using her holistic approach to child development for practitioners, parents, and caregivers. Child Space describes Shelhav’s unique method for assisting babies in achieving specific developmental milestones at the appropriate time, including physical skills, language, social skills, emotional attunement, and cognitive development. A baby’s natural curiosity and innate desire to learn is stimulated through movements, games, and toys. Methods of touch provide the deep stimulation a baby needs to sense parts of their body, creating the awareness required for mastering motor skills, balance, and coordination. Also covering the importance of nutrition in the beginning years of a child’s life, this book presents new perspectives and techniques that will benefit healthcare professionals like pediatricians, family and child therapists, and physical therapists working with infants.
First published in 1997. This Volume 4 of Jean Piaget's selected works and explores the study of the concept of space, or rather, of the innumerable ideas involved in the concept of space, which Piaget sees is for many reasons an indispensable part of child psychology.
The heart of this book is the translation of The Life Space of the Urban Child, written in 1935 by Martha and Hans Heinrich Muchow. Life Space provides a fresh look at children as actors and how they absorb their city environments. It uses an empirical base connected with theories about the worlds in which children live. The first section provides historical background on Muchow’s study and the author. The second section presents the translation of the Life Space study, as well as comments from an environmental psychologist’s perspective. The third section reviews the study’s theoretical foundations, including the concept of “critical personalism,” the perspectives of phenomenology, and the notion of Umwelt (environment). The last section addresses various lines of research developed from the Life Space study, including Muchow’s work in describing children in urban environments, methodological approaches, and the significance of space in social science and educational contexts. The manner in which Martha Muchow conducted her studies is itself of note. She obtained access to the children in their environments and combined observation with cartographies and essays produced by the children. This approach was new at the time and continues to inspire researchers today. This volume is the latest work in Transaction’s History and Theory of Psychology series.
As a developmental psychologist with a strong interest in children's re sponse to the physical environment, I take particular pleasure in writing a foreword to the present volume. It provides impressive evidence of the con cern that workers in environmental psychology and environmental design are displaying for the child as a user of the designed environment and indi cates a recognition of the need to apply theory and findings from develop mental and environmental psychology to the design of environments for children. This seems to me to mark a shift in focus and concern from the earlier days of the interaction between environmental designers and psy chologists that occurred some two decades ago and provided the impetus for the establishment of environmental psychology as a subdiscipline. Whether because children-though they are consumers of designed environments are not the architect's clients or because it seemed easier to work with adults who could be asked to make ratings of environmental spaces and comment on them at length, a focus on the child in interaction with en vironments was comparatively slow in developing in the field of environ ment and behavior. As the chapters of the present volume indicate, that situation is no longer true today, and this is a change that all concerned with the well-being and optimal functioning of children will welcome.
More than ever before, children are apparently being recognised as social actors and citizens. Yet public policy often involves increased control and surveillance of children. This book explores the contradiction. It shows how different ways of thinking about children produce different childhoods, different public provisions for children (including schools) and different ways of working with children. It argues that how we understand children and make public provision for them involves political and ethical choices. Through case studies and the analysis of policy and practice drawn from a number of countries, the authors describe an approach to public provision for children which they term 'children's services'. They then propose an alternative approach named 'children's spaces', and go on to consider an alternative theory, practice and profession of work with children: pedagogy and the pedagogue. This ground breaking book will be essential reading for tutors and students on higher education or in-service courses in early childhood, education, play, social work and social policy, as well as practitioners and policy makers in these areas.
Scholars in the field of children’s literature studies began taking an interest in the concept of “liminal spaces” around the turn of the 21st century. For the first time, Liminal Spaces in Children’s and Young Adult Literature: Stories from the In Between brings together in one volume a collection of original essays on this topic by leading children’s literature scholars. The contributors in this collection take a wide variety of approaches to their explorations of liminal spaces in children’s and young adult literature. Some discuss how children’s books portray the liminal nature of physical spaces, such as the children’s room in a library. Others deal with more abstract portrayals, such as the imaginary space where Max goes to escape the reality of his bedroom in Maurice Sendak’s Where the Wild Things Are. All of the contributors, however, provide keen insights into how liminal spaces figure in children’s and young adult literature.
In this new and improved third edition of the highly popular Game Engine Architecture, Jason Gregory draws on his nearly two decades of experience at Midway, Electronic Arts and Naughty Dog to present both the theory and practice of game engine software development. In this book, the broad range of technologies and techniques used by AAA game studios are each explained in detail, and their roles within a real industrial-strength game engine are illustrated. New to the Third Edition This third edition offers the same comprehensive coverage of game engine architecture provided by previous editions, along with updated coverage of: computer and CPU hardware and memory caches, compiler optimizations, C++ language standardization, the IEEE-754 floating-point representation, 2D user interfaces, plus an entirely new chapter on hardware parallelism and concurrent programming. This book is intended to serve as an introductory text, but it also offers the experienced game programmer a useful perspective on aspects of game development technology with which they may not have deep experience. As always, copious references and citations are provided in this edition, making it an excellent jumping off point for those who wish to dig deeper into any particular aspect of the game development process. Key Features Covers both the theory and practice of game engine software development Examples are grounded in specific technologies, but discussion extends beyond any particular engine or API. Includes all mathematical background needed. Comprehensive text for beginners and also has content for senior engineers.
Fluid Space and Transformational Learning presents a critique of the interlocking questions of ‘school architecture’ and education and attempts to establish a field of questioning that aspectualises and intersects concepts, theories and practices connected with the contemporary school building and the deschooling of learning and of the space within and through which it takes place. Tying together the historicity of architectural theory, criticism and practice and the plural dynamic of social fields and sciences, this book outlines the qualities and modalities of experiential fields of transformational learning. The three qualities of space that are highlighted along the way – activated, polyphonic and playful space – as they emerge (without being instrumentalised) through architecturalised spatial modalities – flexibility, variability, interactivity, taut fluid polyphony, multiplicity, transcendence of boundaries – tend to construct and establish a school environment rich in heretical socio-spatial codes. Meshing cooperative, participatory, intrapsychic and interpsychic dimensions, they invite the factors of learning to a creative, imponderable, transformational disorder and deconstruct dominant conditioned reflexes of a disciplinary, methodical and productive order.
A child's dental health is a vital indicator and moderator of the child's overall health. Learn the keys to maintaining healthy teeth in your child. Written for parents and used by dentists, this clearly-designed book was written by Dr. Chris Baker, a pediatric dentist, dental school faculty member and mom. This work teaches the reader how to prevent or recognize problems in dental and overall health. Learn about the effects of thumb-sucking; how bed-wetting can be an indicator of dental and respiratory problems; the different kinds of orthodontic treatments; what kinds of foods and drinks damage teeth and bones, and much more! Individual chapters discuss dental development and health from infants to teenagers. Common and uncommon dental problems are discussed. After reading this book, parents will know what important questions to ask their child's dentist -- and better understand that dentist's recommendations.