Socialisation in ealry childhood: biological, psychological, linguistic, sociological and economic perspectives
Gespeichert in:
| Weitere Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Halle (Saale)
Deutsche Akademie der Naturforscher Leopoldina e.V.
July 2014
|
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | 110 seiten |
| ISBN: | 9783804732957 |
Internformat
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Datensatz im Suchindex
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| adam_text | Contents Contents о Summary...................................................................................................° 1 Aims and scope of this position statement............................................15 1.1 Connections between different observational levels............................................. 17 1.2 Interventions: effects on the individual and the group.......................................... 19 1.3 A look ahead at the topics and scope of this position statement..........................20 2 Development, learning, neuroplasticity, genes and the environment... 22 2.1 You can t teach an old dog new tricks ..................................................................24 2.2 Brain development and the role of experience....................................................... 24 2.3 Can developmental trajectories be changed?.................................................. 28 2.4 It s never too late to learn .....................................................................................30 2.5 Genetics, epigenetics and the environment........................................................... 32 2.6 Conclusions.............................................................................................................. 36 3 Language competence............................................................................ 38 3.1 Phases in language development............................................................................ 39 3.1.1 Phonological development.......................................................................... 39
3.1.2 Vocabulary and sentence construction........................................................ 40 3.2 The simultaneous acquisition of multilingualism.................................................... 40 3.3 The successive acquisition of multilingualism......................................................... 41 3.4 Conclusions............................................................................................................. 44 4 Basic cognitive abilities...........................................................................46 4.1 Intelligence: a proven concept for describing inter-individual differences in cognitive functioning........................................................................ 47 4.2 Reasons for differences in intelligence: not genes or environment, but action of genetic factors mediated by environmental conditions..................... 51 ■ 4.3 The development of basic cognitive abilities..........................................................55 4.3.1 Social status, the development of intelligence and academic success...... 55 4.3.2 Which environment enables the optimum development and use of intelligence?............................................................................................ 55 4.4 Conclusions............................................................................................................. 59
Contents 5 Social, emotional and motivational competencies................................. 60 5.1 General developmental phenomena.........................................................................61 5.2 Self-regulation as a prototype of socio-emotional and motivational competencies.. 63 5.2.1 The relevance of self-regulation for academic success and 5.2.2 Conditions of emergence for self-regulation as a competence and motivation.. 66 5.2.3 Support and intervention possibilities........................................................... 67 risk-taking behaviour...................................................................................... 64 5.3 Conclusions...................................................................................................................68 6 Perspectives from the economics of education and educational sociology...................................... 71 6.1 The spectrum of research in educational sociology and the economics of education .71 6.2 The fundamental importance of educational investment in early childhood....... 73 6.2.1 Studies on the efficiency of early childhood education and care programmes: cost-benefit analyses.............................................................. 74 6.3 The significance of pedagogic quality........................................................................76 6.4 Differences in competence and educational choices at later stages of the educational pathway............................................................................................. 78 6.5
Conclusions...................................................................................................................80 7 Consequences and recommendations.................................................... 82 7.1 Linguistic competence..................................................................................................83 7.2 Basic cognitive abilities............................................................................................... 84 7.3 Social, emotional and motivational competencies.................................................. 85 7.4 Consequences for educational policy.........................................................................85 7.5 Research desiderata.....................................................................................................87 8 Myths, facts, conclusions......................................................................... 90 8.1 General principles of development and socialisation (- section 2)...................... 91 8.2 Language (- section 3)............................................................................................... 94 8.3 Basic cognitive functioning (- section 4)..................................................................96 8.4 Social, emotional and motivational competencies (- section 5)........................... 99 8.5 Economics of education economics, Education sociology (- section 6)..............101 Bibliography............................................................................................. 103 Members of the working
group..............................................................110 I
|
| adam_txt |
Contents Contents о Summary.° 1 Aims and scope of this position statement.15 1.1 Connections between different observational levels. 17 1.2 Interventions: effects on the individual and the group. 19 1.3 A look ahead at the topics and scope of this position statement.20 2 Development, learning, neuroplasticity, genes and the environment. 22 2.1 "You can't teach an old dog new tricks".24 2.2 Brain development and the role of experience. 24 2.3 Can developmental trajectories be changed?. 28 2.4 "It's never too late to learn".30 2.5 Genetics, epigenetics and the environment. 32 2.6 Conclusions. 36 3 Language competence. 38 3.1 Phases in language development. 39 3.1.1 Phonological development. 39
3.1.2 Vocabulary and sentence construction. 40 3.2 The simultaneous acquisition of multilingualism. 40 3.3 The successive acquisition of multilingualism. 41 3.4 Conclusions. 44 4 Basic cognitive abilities.46 4.1 Intelligence: a proven concept for describing inter-individual differences in cognitive functioning. 47 4.2 Reasons for differences in intelligence: not genes or environment, but action of genetic factors mediated by environmental conditions. 51 ■ 4.3 The development of basic cognitive abilities.55 4.3.1 Social status, the development of intelligence and academic success. 55 4.3.2 Which environment enables the optimum development and use of intelligence?. 55 4.4 Conclusions. 59
Contents 5 Social, emotional and motivational competencies. 60 5.1 General developmental phenomena.61 5.2 Self-regulation as a prototype of socio-emotional and motivational competencies. 63 5.2.1 The relevance of self-regulation for academic success and 5.2.2 Conditions of emergence for self-regulation as a competence and motivation. 66 5.2.3 Support and intervention possibilities. 67 risk-taking behaviour. 64 5.3 Conclusions.68 6 Perspectives from the economics of education and educational sociology. 71 6.1 The spectrum of research in educational sociology and the economics of education .71 6.2 The fundamental importance of educational investment in early childhood. 73 6.2.1 Studies on the efficiency of early childhood education and care programmes: cost-benefit analyses. 74 6.3 The significance of pedagogic quality.76 6.4 Differences in competence and educational choices at later stages of the educational pathway. 78 6.5
Conclusions.80 7 Consequences and recommendations. 82 7.1 Linguistic competence.83 7.2 Basic cognitive abilities. 84 7.3 Social, emotional and motivational competencies. 85 7.4 Consequences for educational policy.85 7.5 Research desiderata.87 8 Myths, facts, conclusions. 90 8.1 General principles of development and socialisation (- section 2). 91 8.2 Language (- section 3). 94 8.3 Basic cognitive functioning (- section 4).96 8.4 Social, emotional and motivational competencies (- section 5). 99 8.5 Economics of education economics, Education sociology (- section 6).101 Bibliography. 103 Members of the working
group.110 I |
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| isbn | 9783804732957 |
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| spelling | Westermann, Stefanie 1979- (DE-588)140724206 edt Socialisation in ealry childhood biological, psychological, linguistic, sociological and economic perspectives Editing: Stefanie Westermann, Constanze Breuer, Julia Delius Halle (Saale) Deutsche Akademie der Naturforscher Leopoldina e.V. July 2014 110 seiten txt rdacontent n rdamedia nc rdacarrier Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032688846&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Socialisation in ealry childhood biological, psychological, linguistic, sociological and economic perspectives |
| title | Socialisation in ealry childhood biological, psychological, linguistic, sociological and economic perspectives |
| title_auth | Socialisation in ealry childhood biological, psychological, linguistic, sociological and economic perspectives |
| title_exact_search | Socialisation in ealry childhood biological, psychological, linguistic, sociological and economic perspectives |
| title_exact_search_txtP | Socialisation in ealry childhood biological, psychological, linguistic, sociological and economic perspectives |
| title_full | Socialisation in ealry childhood biological, psychological, linguistic, sociological and economic perspectives Editing: Stefanie Westermann, Constanze Breuer, Julia Delius |
| title_fullStr | Socialisation in ealry childhood biological, psychological, linguistic, sociological and economic perspectives Editing: Stefanie Westermann, Constanze Breuer, Julia Delius |
| title_full_unstemmed | Socialisation in ealry childhood biological, psychological, linguistic, sociological and economic perspectives Editing: Stefanie Westermann, Constanze Breuer, Julia Delius |
| title_short | Socialisation in ealry childhood |
| title_sort | socialisation in ealry childhood biological psychological linguistic sociological and economic perspectives |
| title_sub | biological, psychological, linguistic, sociological and economic perspectives |
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