Global Perspectives on Prenatal, Postnatal, and Early Childhood Development, Neriman Aral, Saliha A‡etin SultanoAYlu
Автор: Roy P. Martin; Stefan C. Dombrowski Название: Prenatal Exposures ISBN: 1441945008 ISBN-13(EAN): 9781441945006 Издательство: Springer Рейтинг: Цена: 13275.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: In this first compendium in the growing literature of behavioral teratology, readers will discover an easy-to-access, concise presentation that covers a huge range of subjects. It goes further to examine the role of prenatal perturbations in conditions as varied as dyslexia, schizophrenia, fetal alcohol syndrome, and autism.
Описание: Whether they are in developed or developing nations, all women are susceptible to dying from complications in childbirth. While some of these complications are unavoidable, many develop during pregnancy and can be prevented or, when caught in time, treated. These difficulties are often a result of inaccessibility to care, inadequate health services, poor prenatal screening, and uninformed mothers, among others, that in many cases are a direct consequence of the mother's geographical location and economic status.
Innovations in Global Maternal Health: Improving Prenatal and Postnatal Care Practices explores new techniques, tools, and solutions that can be used in a global capacity to support women during pregnancy, childbirth, and the postpartum period, regardless of their wealth or location. Highlighting a range of topics such as maternal care models, breastfeeding, and social media and internet health forums, this publication is an ideal reference source for world health organizations, obstetricians, midwives, lactation consultants, doctors, nurses, hospital staff, directors, counselors, therapists, academicians, and researchers interested in the latest practices currently in use that can combat maternal mortality and morbidity and lead to healthier women and newborns.
Автор: Ricardo Insausti; Sandra Cebada-S?nchez; Pilar Mar Название: Postnatal Development of the Human Hippocampal Formation ISBN: 3642036600 ISBN-13(EAN): 9783642036606 Издательство: Springer Рейтинг: Цена: 19564.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This title introduces postnatal development of morphological features to those interested in the neurobiology and pathology of the hippocampal formation in the complex phenomena underlying the progressive anatomical and functional maturation of this region.
Описание: Handbook of Early Childhood Development Research and Its Impact on Global Policy calls for placing early childhood development at the top of the global policy agenda, enabling children to achieve their full developmental potential and to contribute to equitable economic and social progress worldwide.
Описание: Presents studies and research syntheses on the significance of play in the literacy development of young children and pushes the study of play and literacy into different areas. This volume is intended for researchers and practitioners in the fields of early childhood education and early literacy development.
Автор: Konkol Название: Prenatal Cocaine Exposure ISBN: 0849394651 ISBN-13(EAN): 9780849394652 Издательство: Taylor&Francis Рейтинг: Цена: 36749.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Prenatal Cocaine Exposures addresses the timely problem of maternal cocaine abuse and its effects on exposed infants, including growth retardation, learning, cardiovascular effects, and seizures
Описание: Child development “laboratory schools are dedicated to research-based instruction and furthering innovation in education. Many of these schools are connected to universities, where students are able to benefit from university resources and best practices” (Khan, 2014). They have been in existence on university campuses for centuries in the United States. The earliest colonial colleges (e.g., Harvard, Yale, William and Mary, University of Pennsylvania) administered Latin schools or departments to prepare students for college (Good & Teller, 1973). Rutgers Preparatory School was founded in 1768 and was linked to the university until the 1950s (Sperduto, 1967). During the course of time, the laboratory schools have changed to meet the needs of the teaching professionals and have frequently guided the instructional methods to improve the science and art of teaching [International Association of Laboratory Schools (IALS), 2018]. They have also changed throughout the years from part-day, part-time programs (McBride, 1996, Myers & Palmer, 2017) to full-day child care, some of which is inclusive of care offered through student service funds (Keyes, 1984; Shirah, 1988). Throughout the previous century, college and university institutions have established child development laboratory schools. In the early 1900s, they were initially considered to be sites for the recent discipline of child study but their purposes have progressed gradually. They also have assumed a fundamental function in promoting teaching, research, and service (such as outreach/engagement practice) in child development and early childhood education. However, a lot of them had to struggle for their survival when economic periods turned out to be problematic. Several extended operating programs were discontinued (Barbour & McBride, 2017). In 1894 John Dewey founded the University of Chicago Laboratory School. His laboratory school is unquestionably the most well-known of experimental schools. It was used to research, develop, and confirm innovative theories and principles of child development and education. Later at the beginning of the early 1900s, exemplary schools were developed as important centers for the preparation of teachers. Dewey’s laboratory school and the preparation of interns in a hospital were used as a model for laboratory schools to focus on methodical research, dual faculty university appointments, and the preparation of preservice teachers. During the initial half of the 20th century, laboratory schools increased in colleges and universities, especially between 1920 and 1940. University-based child development laboratory programs assumed a critical responsibility in contributing to the knowledge base on child development and early childhood education as well as the professional development of early childhood educators. This concept of the child development laboratory schools has heavily influenced modern views. Researchers and educators need to understand the current sources based on theoretical frameworks that contribute to the purposes of the child development laboratory schools. The contents of the volume reflect the major shifts in the views of early childhood researchers and educators in relation to the research on child development laboratory schools, the role of child development laboratory programs in early childhood education, and their relationship to theory, research, and practice. The chapters in this special volume reviews and critically analyzes the literature on several aspects of the child development laboratory schools. This volume can be a valuable tool to researchers who are conducting studies in the child development laboratory schools and practitioners who are working directly or indirectly in these schools. It focuses on important contemporary issues on child development laboratory schools in early childhood education (ages 0 to 8) to provide the information necessary to make judgments about these issues. It also motivates and guides researchers to explore gaps in the child development laboratory schools’ literature.
Описание: Child development “laboratory schools are dedicated to research-based instruction and furthering innovation in education. Many of these schools are connected to universities, where students are able to benefit from university resources and best practices” (Khan, 2014). They have been in existence on university campuses for centuries in the United States. The earliest colonial colleges (e.g., Harvard, Yale, William and Mary, University of Pennsylvania) administered Latin schools or departments to prepare students for college (Good & Teller, 1973). Rutgers Preparatory School was founded in 1768 and was linked to the university until the 1950s (Sperduto, 1967). During the course of time, the laboratory schools have changed to meet the needs of the teaching professionals and have frequently guided the instructional methods to improve the science and art of teaching [International Association of Laboratory Schools (IALS), 2018]. They have also changed throughout the years from part-day, part-time programs (McBride, 1996, Myers & Palmer, 2017) to full-day child care, some of which is inclusive of care offered through student service funds (Keyes, 1984; Shirah, 1988). Throughout the previous century, college and university institutions have established child development laboratory schools. In the early 1900s, they were initially considered to be sites for the recent discipline of child study but their purposes have progressed gradually. They also have assumed a fundamental function in promoting teaching, research, and service (such as outreach/engagement practice) in child development and early childhood education. However, a lot of them had to struggle for their survival when economic periods turned out to be problematic. Several extended operating programs were discontinued (Barbour & McBride, 2017). In 1894 John Dewey founded the University of Chicago Laboratory School. His laboratory school is unquestionably the most well-known of experimental schools. It was used to research, develop, and confirm innovative theories and principles of child development and education. Later at the beginning of the early 1900s, exemplary schools were developed as important centers for the preparation of teachers. Dewey’s laboratory school and the preparation of interns in a hospital were used as a model for laboratory schools to focus on methodical research, dual faculty university appointments, and the preparation of preservice teachers. During the initial half of the 20th century, laboratory schools increased in colleges and universities, especially between 1920 and 1940. University-based child development laboratory programs assumed a critical responsibility in contributing to the knowledge base on child development and early childhood education as well as the professional development of early childhood educators. This concept of the child development laboratory schools has heavily influenced modern views. Researchers and educators need to understand the current sources based on theoretical frameworks that contribute to the purposes of the child development laboratory schools. The contents of the volume reflect the major shifts in the views of early childhood researchers and educators in relation to the research on child development laboratory schools, the role of child development laboratory programs in early childhood education, and their relationship to theory, research, and practice. The chapters in this special volume reviews and critically analyzes the literature on several aspects of the child development laboratory schools. This volume can be a valuable tool to researchers who are conducting studies in the child development laboratory schools and practitioners who are working directly or indirectly in these schools. It focuses on important contemporary issues on child development laboratory schools in early childhood education (ages 0 to 8) to provide the information necessary to make judgments about these issues. It also motivates and guides researchers to explore gaps in the child development laboratory schools’ literature.
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