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Books on the topic 'Children’s beliefs'

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Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Irujo, Suzanne. Teaching bilingual children: Beliefs and behaviors. Boston: Heinle & Heinle Publishers, 1998.

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2

Alderson, Priscilla. Young children's rights: Exploring beliefs, principles and practice. 2nd ed. London: Jessica Kingsley Publishers, 2008.

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3

Alderson, Priscilla. Young children's rights: Exploring beliefs, principles and practice. 2nd ed. London: Jessica Kingsley Publishers, 2008.

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4

Kuhne, Michael. Children's understanding of evidence for belief. Ottawa: National Library of Canada, 1993.

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5

Whitcombe, Emma Louise. Young children's source monitoring: Decisions about what to believe and ability to report the source of their beliefs. Birmingham: University of Birmingham, 2000.

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6

Gallagher, Michael Paul. Will our children believe? Dublin: Veritas, 1998.

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7

Rogers, Kendra. Sex-role beliefs of children exposed to wife abuse. Prince George, BC: Child Welfare Research Centre, University of Northern British Columbia, 1999.

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8

Human, Johnnie. Let's explore Baptist beliefs: A children's guide to basic biblical teachings. Dallas, Tex: Baptistway Press, 2004.

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9

Nieminen, Jeanne Mary. We believe. Edited by Glavich Mary Kathleen and Sisters of Notre Dame of Chardon, Ohio. Chicago: Loyola University Press, 1987.

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10

Pawlitz, Gail. Thomas believes: John 20 for children. St. Louis, MO: Concordia Pub. House, 2005.

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11

ill, Clark Bill 1943, ed. Thomas believes: John 20 for children. St. Louis, MO: Concordia Pub. House, 2005.

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12

Beyond belief. London: Hodder, 2010.

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13

Make believe. New York, NY: Samuel French, 2009.

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14

Riggs, Kevin John. Children's memory for behaviours symptomatic of false belief in relation to their judgements about false belief. Birmingham: University of Birmingham, 1995.

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15

Lucado, Max. Itsy Bitsy Christmas: You're Never Too Little for His Love. Nashville: Thomas Nelson, 2013.

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16

Make believe. London: Vintage, 2002.

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17

Scott, Joanna. Make believe. Thorndike, Me: G.K. Hall, 2000.

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18

You won't believe your eyes! Washington, D.C: National Geographic Society, 1987.

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19

Day, Jennifer. Children believe everything you say: Creating self-esteem with children. Shaftesbury, Dorset: Element, 1997.

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20

Let's explore Baptist beliefs: A children's guide to basic biblical teachings : leader's guide. Dallas, Tex: Baptistway Press, 2004.

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21

Kavale, Kenneth A. Teaching beliefs and perceptions about learning disabilities. [Des Moines, Iowa]: Bureau of Special Education, Iowa Dept. of Education, 1989.

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22

Freedman, Claire. Mimi make-believe. New York: Parragon, 2014.

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23

Sisters of Notre Dame of Chardon, Ohio, ed. We believe. Chicago: Loyola Press, 2009.

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24

Miller, Scott A. Parents' Beliefs About Children. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190874513.001.0001.

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This book addresses what parents believe about children—both children in general and their own children in particular. Its scope is broad, encompassing beliefs directed to numerous aspects of children’s development in both the cognitive and social realms, developments that span the age periods from birth through adolescence. Although the focus is on typical development, departures from the norm in both children’s functioning and parental practices are also discussed. Four questions are addressed for every topic considered: What is the nature of parents’ beliefs? What are the origins of parents’ beliefs? How do parents’ beliefs relate to parents’ behavior? And how do parents’ beliefs relate to children’s development? These questions tie in to long-standing theoretical issues in psychology, they are central to our understanding of both parenting practices and children’s development, and they speak to some of the most important pragmatic issues for which psychology can provide answers. The major goal of the book is to convey the main conclusions from the large body of work that has addressed these questions. Because much still remains to be learned, a second goal is to identify needed directions for further study.

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25

Roopnarine, Jaipaul L. Cultural Variations in Beliefs about Play, Parent–Child Play, and Children’s Play:. Oxford University Press, 2010. http://dx.doi.org/10.1093/oxfordhb/9780195393002.013.0003.

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26

Peters, Sally, Keryn Davis, and Ruta McKenzie. Children’s ‘working theories’ as curriculum outcomes. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.003.0016.

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This chapter explores how children make sense of their world through the development and refinement of ‘working theories’. Working theories are a key item for young learners, and are emphasized in the New Zealand early childhood curriculum Te Whāriki. Children’s working theories develop in environments where they have opportunities to engage in complex thinking with others, observe, listen, participate, and discuss, within the context of topics and activities. It is through interactions and activities that children begin to own the ideas and beliefs of their culture and begin to make sense of their worlds. However, fostering this learning in early childhood settings is not always easy, and requires skilled adults who can respond appropriately. We explore and discuss the nature of children’s working theories and ways in which adult–child interactions can enhance or inhibit a sense of wonder and curiosity.

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27

Harris, Paul L. Revisiting privileged access. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.003.0005.

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Children are prone to similar errors in attributing beliefs (or belief-based emotions) to themselves or to another person. Children also display no obvious advantage or accuracy in talking about their own mental states compared with those of other people. By implication, children have no special access to their own mental states. However, a closer examination of children’s reference to knowing and not knowing, shows that they talk asymmetrically about their own knowledge as compared with that of an interlocutor. More specifically, young children—two-year-olds—ask questions about what others know but not about what they know themselves. Conversely, they deny that they have knowledge but rarely deny that others have knowledge. The data imply that children have privileged access to, and less uncertainty about, their own knowledge states as compared with those of other people. Potential implications for future research on children’s developing theory of mind are discussed.

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28

Hopp, Margarete. Sterben, Tod und Trauer Im Bilderbuch Seit 1945. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2015.

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29

Hopp, Margarete. Sterben, Tod und Trauer Im Bilderbuch Seit 1945. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2015.

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30

Hopp, Margarete. Sterben, Tod und Trauer Im Bilderbuch Seit 1945. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2015.

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31

Hopp, Margarete. Sterben, Tod und Trauer Im Bilderbuch Seit 1945. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2015.

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32

Miller, Peggy J., and Grace E. Cho. A Chorus of Parental Voices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199959723.003.0003.

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Chapter 3, “A Chorus of Parental Voices,” is the first of two chapters examining Centerville parents’ beliefs about childrearing and self-esteem, based on interviews with a diverse sample of parents from the Millennial study. Parents invoked a shared understanding of childrearing in which cultivating children’s self-esteem was a cherished goal, crucial to children’s healthy development. This understanding, espoused with strong conviction, was not confined to the highly educated or economically advantaged. This chapter delineates the contours of this social imaginary, quoting extensively from the parents. The chapter also describes parents’ complex engagement with self-esteem, encompassing mundane exposure to ambient images as well as active, creative response, from the invention of original metaphors for expressing the meanings of self-esteem to adjusting received knowledge to fit the idiosyncrasies of their own child. Parents believed that shyness was an indicator of low self-esteem, yet exempted their own shy children from this diagnosis.

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33

Willoughby, Brian J., and Spencer L. James. The Influence of Parents and Families. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190296650.003.0007.

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This chapter begins to explore how parents and families influence emerging adults’ beliefs about marriage. Parents are the primary focus. Two key roles parents play in their children’s lives in terms of future behavior and current orientations are socialization and the intergenerational transmission of values. For emerging adults with happily married parents, many of the marital paradoxes appeared to vanish. The authors discuss how having never-married or divorced parents affects marital beliefs. Observing conflict generally appears to diminish many emerging adults’ view of marriage regardless of the current marital status of their parents. The influence of siblings is also explored. Parents and other family influences appear to be one of the key foundations on which emerging adults have built their internal conceptualization of modern marriage.

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34

Miller, Scott A. Parents' Beliefs about Children. Oxford University Press, Incorporated, 2020.

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35

Alderson, Priscilla. Young Children's Rights: Exploring Beliefs, Principles and Practice (Children in Charge 10). Jessica Kingsley Publishers, 2000.

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36

Gelman, Susan A., and Elizabeth A. Ware. Conceptual Development: The Case of Essentialism. Edited by Eric Margolis, Richard Samuels, and Stephen P. Stich. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.013.0019.

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The article focuses on conceptual development in children. There are two primary components to psychological essentialism, which include the belief that certain categories are natural kinds and the belief that there is some unobservable property. Psychologists examine the psychological representations of concepts whereas philosophers have examined essentialism with the goal of addressing a range of issues such as psychological, semantic, and metaphysical. The study of essentialism in children provides insights into children's cognition and information regarding the roots of human concepts. Essentialism includes several component beliefs, including that categories have sharp, immutable boundaries, that category members share deep, nonobvious commonalities, and that category membership has an innate, genetic, or biological basis. Kamp and Partee suggest that categories are seen with absolutely sharp boundaries only in abstract domains. Essentialism does not require that categories be treated as absolute but essentialism is the claim that category boundaries are intensified. Essentialism emerges early and consistently, does not require formal schooling, and if anything may be even stronger in early childhood than later. The detailed studies of parental input to children about categories also suggest that parents do not provide explicit instruction about essentialist beliefs.

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37

YOUNG CHILDREN'S RIGHTS: Exploring Beliefs, Principles and Practice (Children in Charge Series 13). 2nd ed. Jessica Kingsley Publishers, 2008.

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38

(Illustrator), Karen Donnelly, ed. The Children's Encyclopedia of Bible Beliefs (The Children's Encyclopedia Series). Zondervan, 1996.

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39

Irujo, Suzanne. Teaching Bilingual Children: Beliefs and Behaviors. International Thomson Publishing Services, 1997.

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40

Howes, Deborrah Lynn *. Children's understanding of false beliefs as subjective attitudes. 1989.

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41

Howes, Deborrah L. Children's understanding of false beliefs as subjective attitudes. 1989.

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42

What We Believe for Kids: Helping Children Understand the Beliefs of the Seventh-day Adventist Church. Pacific Press Publishing Association, 2006.

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43

Kuhne, Michael. Children's understanding of evidence for belief. 1994.

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44

Penney, Sue. Hinduism (World Beliefs & Cultures). Heinemann Library, 2001.

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45

Will Our Children Believe? Veritas Publications, 1999.

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46

Nordic Childhoods 1700-1960: From Folk Beliefs to Pippi Longstocking. Taylor & Francis Group, 2017.

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47

Hinduism (World Beliefs and Cultures). Heinemann, 2001.

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48

Hinduism (World Beliefs and Cultures). Heinemann Library, 2007.

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49

I Believe in Zero: Learning from the World's Children. St. Martin's Press, 2014.

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50

I believe in zero: Learning from the world's children. 2013.

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