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This book examines the development of drawing and painting from several currently dominant theoretical perspectives and examines empirical data on the art work of children who are ordinary, talented, emotionally disturbed, and atypically developed due to
Drawing across Games Studies, Childhood Studies, and Children’s Literature Studies, this book redirects critical conversations away from questions of whether videogames are ‘good’ or ‘bad’ for child-players and towards questions of how videogames produce childhood as a set of social roles and rules in contemporary Western contexts. It does so by cataloguing and critiquing representations of childhood across a corpus of over 500 contemporary videogames. While child-players are frequently the topic of academic debate – particularly within the fields of psychology, behavioural science, and education research - child-characters in videogames are all but invisible. This book's aim is to make these child-characters not only visible, but legible, and to demonstrate that coded kids in virtual worlds can shed light on how and why the boundaries between adults and children are shifting.
Create meaningful experiences and engage children in learning through play. Playing to Learn gives you hundreds of activities to make learning fun through games, small group activities, stories, and more. These games and activities promote learning every day of the week, every week of the year. Sure to become a classroom favorite, Playing to Learn has everything you need to create wonderful learning experiences for young children. 192 pages.Carol Seefeldt is Professor Emeritus at the University of Maryland. She has written 21 books and over 150 articles for teachers and parents. This is her first book with Gryphon House.
A comprehensive set of activities for children ages two through eight that have Asperger, autism, and other disorders that impact emotional and social development designed to teach them basic social and emotional skills.
Building on recent critical work, this volume offers a comprehensive consideration of the nature and forms of medieval and early modern childhoods, viewed through literary cultures. Its five groups of thematic essays range across a spectrum of disciplines, periods, and locations, from cultural anthropology and folklore to performance studies and the history of science, and from Anglo-Saxon burial sites to colonial America. Contributors include several renowned writers for children. The opening group of essays, Educating Children, explores what is perhaps the most powerful social engine for the shaping of a child. Performing Childhood addresses children at work and the role of play in the development of social imitation and learning. Literatures of Childhood examines texts written for children that reveal alternative conceptions of parent/child relations. In Legacies of Childhood, expressions of grief at the loss of a child offer a window into the family’s conceptions and values. Finally, Fictionalizing Literary Cultures for Children considers the real, material child versus the fantasy of the child as a subject.
This book examines the child on Shakespeare's stage. As a life force, an impassioned plea for justice, a legacy, history, memory or image of love or violence, children are everywhere in Shakespeare's plays. Focusing on Shakespeare's unique interest in the young body, the life stage, and the parental and social dynamic, this book offers the first sustained account of the role and representation of the child in Shakespeare's dramatic imagination. Drawing on a vast range of contemporary texts, including parenting manuals and household and pedagogic texts, as well as books on nursing and maternity, child birth, and child rearing, The Child in Shakespeare explores the contexts in which the idea of the child is mobilised as a body and image on the early modern stage. Understanding the child, not only as a specific life stage, but also as a role and an abstraction of feeling, this book examines why Shakespeare, who showed little interest in writing for children in the playing companies, wrote so powerfully about them on his stage.
* How do we get from helpless baby to knowing, ironic teenager? * Is cognition a question of learning and environment or heredity? * What impact do television and computers have on cognitive development? Cognitive Development - how we learn to think, perceive, remember, talk, reason and learn - is a central topic in the field of psychology. In this highly readable book, David Cohen discusses the key theories, research and controversies that have shaped and informed our knowledge of how the child's mind develops. He shows how the questions and issues that have intrigued psychologists over the past hundred years or so relate to the child growing up in the 21st century. This book is for everyone who lives with, works with or studies children. Issues such as learning to read and write, performance in the classroom, and measuring intelligence and ability are covered, as are child crime and the development of morality. The effects on cognitive development of social change and increased exposure to television and computers are also discussed. How the Child's Mind Develops provides an integrated and thought-provoking account of the central issues in cognitive development. It will provide the professional, parent and student with an invaluable introduction to the development of the mind.