A Developmental Approach to Educating Young Children (Classroom Insights from Educational Psychology)

"This book helps the practicing educator turn research into seamless classroom practice. The practice exercises can be implemented immediately to help build student success."
―Katina Keener, Science/Social Studies Teacher, T. C. Walker Elementary School, Gloucester, VA

Launch young learners on positive pathways through school!

The early school years provide critical opportunities for children to develop foundational skills and positive attitudes toward learning. This book, the first in the Classroom Insights from Educational Psychology series, gives current and prospective PreK–3 teachers valuable insight into how young children feel, think, and learn.

Denise H. Daniels and Patricia K. Clarkson show how current research and theory from educational psychology can be applied to create a child-centered learning environment and to develop best practices for instruction. Readers will gain a deeper understanding of:

• How children develop from the early years to middle childhood
• The importance of fostering positive teacher-child, child-child, and caregiver-child relationships
• Developmentally appropriate classroom practices that foster learning
• Children′s experiences with technology and outdoor environments

Vignettes and case studies, practice exercises, suggested games, and reflection questions make A Developmental Approach to Educating Young Children a valuable asset in helping teachers design stimulating learning experiences for young children.

 

Denise Daniels is a professor of child development at California Polytechnic State University at San Luis Obispo, and a former associate professor of educational psychology at Northern Illinois University. She received her Ph.D. in Education and Developmental Studies from UCLA in 1992. She draws from nearly 20 years of experience teaching educators and other child professionals at undergraduate and graduate levels. Denise’s research focuses on children’s adjustment and motivation to learn in school, and the development of children’s and teachers’ psychological understandings and beliefs about education. She is involved in a variety of community and state endeavors to promote high quality early educational practices.