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Books on the topic 'Infant classrooms'

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Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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1

Hamre, Bridget K. Classroom assessment scoring system (CLASS) manual, infant. Baltimore: Paul H. Brookes Publishing Co., Inc., 2014.

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2

Terry, O'Reirdan, ed. Infant classroom behaviour: Needs, perspectives and strategies. London: David Fulton Publishers, 1997.

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3

Cockburn, Anne. An empirical study of classroom processes in infant mathematics education. Norwich: University of East Anglia, 1986.

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4

Lewis, Maureen. Young researchers: Context, purpose and scaffolding in the infant classroom. Exeter: EXEL Project, Exeter University School of Education, 1994.

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5

Rankin, Brenda M. Sociodramatic play in the infant classroom: a case study in teacher intervention. [s.l: The Author], 1989.

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6

Krogh, Suzanne. Educating young children: Infancy to grade three. New York: McGraw-Hill, 1994.

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7

Koralek, Derry Gosselin. Classroom strategies to promote children's social and emotional development. Lewisville, NC: Kaplan Press, 1999.

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8

Hughes, Maria Jayne. An investigation into the development of speaking and listening skills through story telling in the infant classroom. Cardiff: CIHE, 1995.

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9

Peter, Knapp. Context, text, grammar: Teaching the genres and grammar of school writing in infants and primary classrooms. Broadway, N.S.W: Text Productions, 1994.

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10

Barbara, Culatta, ed. Language intervention in the classroom. San Diego, Calif: Singular Pub. Group, 1998.

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11

McGrory, Sally. Does drama assist the promotion of talking and listening in the infant classroom?: An enquiry into the status and extent of the use of drama to promote talking and listening in infant departments. [S.l: The author], 1993.

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12

Clark, Jacqueline. The development and justification of religious education in the infant school, with particular reference to approaches for children with special educational needs in the normal classroom. [Guildford]: University of Surrey, 1993.

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13

Jeanine, Tregay, and DaCosse Mary Alice, eds. Play with them--theraplay groups in the classroom: A technique for professionals who work with children. Springfield, Ill., U.S.A: C.C. Thomas, 1989.

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14

Saunders, Anne. A process in mind: To what extent does the nursery and infant classroom inhabit the development of creativity and individual potential as a prelude to later school experience?. Norwich: University of East Anglia, 1987.

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15

Julie, Bissell, ed. Sensory motor handbook: A guide for implementing and modifying activities in the classroom. Torrance, Calif: Sensory Integration International, 1988.

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16

1923-, Wells Harold Clive, ed. 100 ways to enhance self-concept in the classroom: A handbook for teachers, counselors, and group leaders. 2nd ed. Boston: Allyn and Bacon, 1994.

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17

1923-, Wells Harold Clive, ed. 100 zhong zeng qiang zi wo gai nian de fang fa: 100 ways to enhance self-concept in the classroom. Taibei Shi: Hong ye wen hua shi ye you xian gong si, 2001.

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18

Graham, Herbert, ed. Countering bullying: Initiatives by schools and local authorities. Stoke-on-Trent, Staffordshire, England: Trentham Books, 1993.

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19

N, Humphrey Joy, ed. Controlling stress in children. Springfield, Ill., U.S.A: C.C. Thomas, 1985.

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20

Marotz, Lynn R. Health, safety, and nutrition for the young child. 4th ed. Albany, NY: Delmar, 1997.

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21

Marotz, Lynn R. Health, safety, and nutrition for the young child. 2nd ed. Albany, N.Y: Delmar Publishers, 1989.

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22

Marotz, Lynn R. Health, safety & nutrition for the young child. 3rd ed. Albany, N.Y: Delmar Publishers, 1993.

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23

Marotz, Lynn R. Health, safety, and nutrition for the young child. Albany, N.Y: Delmar Publishers, 1985.

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24

Hemmeter, Mary Louise, Kathryn M. Bigelow, Dwight Wayland Irvin, and Judith J. Carta. Teaching Pyramid Infant-Toddler Observation Scale (TPITOS) for Infant-Toddler Classrooms Manual, Research Edition Set. Brookes Publishing, 2018.

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25

Hemmeter, Mary Louise, Kathryn M. Bigelow, Judith Carta, and Dwight Wayland Irvin. Teaching Pyramid Infant-Toddler Observation Scale (Tpitos(tm)) for Infant-Toddler Classrooms, Research Edition. Brookes Publishing, 2018.

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26

Hemmeter, Mary Louise, Kathryn M. Bigelow, Judith Carta, and Dwight Wayland Irvin. Teaching Pyramid Infant-Toddler Observation Scale (Tpitos(tm)) for Infant-Toddler Classrooms Manual, Research Edition. Brookes Publishing, 2018.

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27

Under Fives in the Infant Classroom. Trentham Books, 1990.

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28

Clark, Avril. Interactive technology: Its uses in the infant classroom. 2004.

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29

LLC, Teachstone Training. Classroom Assessment Scoring System® Dimensions Guide, Infant. Brookes Publishing, 2014.

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30

Roberts, Elizabeth Louie. Encouraging autonomy in the infant classroom: An action enquiry. SIHE, 1992.

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31

Get the Picture!: Developing Visual Literacy in the Infant Classroom. Teachers in Development Education (TIDE), 1989.

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32

Vanover, Sarah. Beginnings of School Readiness: Foundations of the Infant and Toddler Classroom. Rowman & Littlefield Publishers, Incorporated, 2017.

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33

Vanover, Sarah. Beginnings of School Readiness: Foundations of the Infant and Toddler Classroom. Rowman & Littlefield Publishers, Incorporated, 2017.

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34

Veitch, Catherine. Animal Babies Classroom Collections. Capstone, 2013.

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35

Robert, Pianta Ph D., La Paro, Ph.D., Karen, Locasale-Crouch Ph D. Jennifer, Hamre Ph D. Bridget, and LLC Teachstone Training. Classroom Assessment Scoring System® (CLASS®) Guía de Las Dimensiones, Infant. Brookes Publishing, 2014.

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36

Marschark, Marc, Shirin Antia, and Harry Knoors, eds. Co-Enrollment in Deaf Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190912994.001.0001.

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Co-enrollment programming in deaf education refers to classrooms in which a critical mass of deaf and hard-of-hearing (DHH) students is included in a classroom containing mainly hearing students and the class is taught by both a mainstream teacher and a teacher of the deaf. It thus offers full access to both DHH and hearing students in the classroom through “co-teaching” and avoids both academic segregation of DHH students and their integration into classes with hearing students without the need for additional support services or modification of instructional methods and materials. Co-enrollment thus seeks to give DHH learners the best of both (mainstream and separate) educational worlds. Co-enrollment programming has been described as a “bright light on the educational horizon” for DHH learners, giving them unique educational opportunities and educational access comparable to that of hearing peers. Co-enrollment programming shows great promise, but research concerning co-enrollment programming for DHH learners is still in its infancy. This volume provides descriptions of 14 co-enrollment programs from around the world, explaining their origins, functioning, and available outcomes. Set in the larger context of what we know and what we don’t know about educating DHH learners, the volume offers readers a vision of a brighter future in deaf education for DHH children, their parents, and their communities.
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37

There's Room for Everyone: Accommodations, Supports, and Transitions - Infancy to Postsecondary. Association for Childhood Education Internati, 2006.

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38

Szanton, Eleanor Stokes. Creating Child-Centered Programs for Infants and Toddlers (Creating Child-Centered Classrooms). Open Society Institute, 1997.

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39

Bess, Cindy. Infant and Toddler Development and Curriculum: Embracing Growth and Defining Learning from Cradle to Classroom. Taylor & Francis Group, 2023.

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40

(Illustrator), Jean Iker, ed. Learning Activities for Infants and Toddlers: An Easy Guide for Everyday Use (Creating Child-Centered Classrooms). Open Society Institute, 2000.

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41

Catapan, Edilson Antonio, ed. Education oriented principles and fundamentals. South Florida Publishing, 2021. http://dx.doi.org/10.47172/sfp2020.ed.0000012.

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The book “Education oriented principles and fundamentals 1 ST Edition, edited and published by South Florida Publishing, gathers five chapters that approach themes of relevance in the context of education and are available in Spanish. In the first chapter, a research is presented, whose objective is to provide the basis for a pro-student persistence model in higher education applicable in unfavorable socio-academic contexts. The second chapter presents a teaching model that is presented to design teaching as a basis for the use of cognitive strategies, and it is also necessary to establish different strategies to be able to pedagogically evaluate the performance of the student. The third chapter presents a search for a model for the assessment of competencies in basic education through a case study at the Los Pinos de Algeciras school. We are in the middle of the infant school. The fourth chapter, the importance of creating and dynamizing the narrative is supported by the promotion of emerging reading behaviors in day care centers. It is also intended to contribute to the reflection on the role of the educator / mediator in promoting an educational project that facilitates intervention in day care centers. The emerging literacy level. And finally, or the fifth chapter, as a novel educational experience, the application of the Flipped Classroom Model to the teaching of classical culture was drawn, highlighting the importance of the elaboration of interesting and motivating multimedia didactic materials for the students, supported by the use of the new technologies, to improve teaching practice by organizing work in the classroom in an active and participatory way. Thus, we thank all authors for their commitment and dedication to their work and we hope to be able to contribute to the scientific community, in the dissemination of knowledge and in the advancement of science.
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42

Rubin, Phyllis B. Play With Them: Theraplay Groups in the Classroom : A Technique for Professional Who Work With Children. Charles C Thomas Pub Ltd, 1989.

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43

(Editor), Carolyn Rutsch, and Jean Iker (Illustrator), eds. Actividades de aprendizaje para los infantes y los ninos hasta los tres anos: Una guia para uso cotidiano (Creating Child-Centered Classrooms). Childrens Resources Intl, 2002.

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44

Starting With Me: Topic Ideas for the Teaching of History, Geography and Religious Education to Infants (Belair Series). Belair Publications, 1994.

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45

McPherson, Gary E., and Graham F. Welch, eds. The Oxford Handbook of Music Education, Volume 1. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199730810.001.0001.

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Music education takes place in many contexts, both formal and informal. Be it in a school or music studio, while making music with friends or family, or even while travelling in a car, walking through a shopping mall or watching television, our myriad sonic experiences accumulate from the earliest months of life to foster our facility for making sense of the sound worlds in which we live. The Oxford Handbook of Music Education, which comprises of two volumes, offers an overview of the many facets of musical experience, behavior, and development in relation to this diverse variety of contexts. In this first volume, articles discuss a range of key issues and concepts associated with music learning and teaching. The volume then focuses on these processes as they take place during childhood, from infancy through adolescence and primarily in the school-age years. Exploring how children across the globe learn and make music, and the skills and attributes gained when they do so, these articles examine the means through which music educators can best meet young people's musical needs. The second volume of the set brings the exploration beyond the classroom and into later life. Whether they are used individually or in tandem, the two volumes of this text update and redefine the discipline, and show how individuals across the world learn, enjoy, and share the power and uniqueness of music.
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46

Tattum, Delwyn P. Countering Bullying: Initiatives by Schools and Local Authorities. Trentham Books Ltd, 1998.

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47

Morrish, Ronald G. Secrets of Discipline: 12 Keys for Raising Responsible Children. Woodstream Publishing, 1998.

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48

Health, Safety, and Nutrition for the Young Child. Wadsworth, 2011.

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49

Health, Safety, and Nutrition for the Young Child. Wadsworth, 2014.

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50

Health, Safety and Nutrition for the Young Child. 6th ed. Delmar Pub, 2006.

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