Бюргер К. Эффективное дошкольное образование: успешные подходы и дидактические стратегии содействия развитию ребенка
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Бюргер К. Эффективное дошкольное образование: успешные подходы и дидактические стратегии содействия развитию ребенка // Современное дошкольное образование. Теория и практика. – 2017. – №3. – С.48–62.
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Аннотация
В данной статье предпринята попытка определить стратегии, которые могут быть использованы в образовательных программах в дошкольном образовании для содействия когнитивному и социально-эмоциональному развитию детей. Путем синтеза эмпирического опыта использования педагогических техник, стимулирующих формирование компетенций у детей, автор преследует цель установить такие характерологические параметры программ, которые, прежде всего, способствуют эффективности дошкольного образования. Особое внимание в статье уделено стратегиям, которые обеспечивают освоение детьми языка, математики и социально-эмоциональных навыков. Таким образом, статья отвечает запросам специалистов, которые занимаются многочисленными вопросами
и потребностями развития детей дошкольного возраста, сталкивающихся с проблемами. Представлено конкретное руководство для авторов программ и административно-управленческого персонала, стремящихся разработать целенаправленные программы, которые будут эффективно работать на пользу развития детей.
и потребностями развития детей дошкольного возраста, сталкивающихся с проблемами. Представлено конкретное руководство для авторов программ и административно-управленческого персонала, стремящихся разработать целенаправленные программы, которые будут эффективно работать на пользу развития детей.
Литература
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22. Haden, C. A., E. Reese, and R. Fivush. 1996. “Mothers’ Extra-Textual Comments During Storybook Reading: Stylistic Differences Over Time and Across Texts.” Discourse Processes 21 (2): 135–169.
23. Hancock, T. B., and A. P. Kaiser. 2006. “Enhanced Milieu Teaching.” In Treatment of Language Disorders in Children, edited by R. J. McCauley and M. E. Fey, 203–236. Baltimore: Brookes.
24. Hart, B., and T. Risley. 1975. “Incidental Teaching of Language in the Preschool.” Journal of Applied Behavior Analysis 8 (4): 411–420.
25. Hart, B., and T. Risley. 1995. Meaningful Differences in the Everyday Experience of Young American Children. Baltimore: Brookes.
26. Hart, B., and T. Risley. 1999. The Social World of Children Learning to Talk. Baltimore: Brookes.
27. Hollingsworth, J., and S. Ybarra. 2009. Explicit Direct Instruction (EDI): The Power of the Well-Crafted, Well-Taught Lesson. Thousand Oaks: Corwin.
28. Hurtado, N., V. A. Marchman, and A. Fernald. 2008. “Does Input Influence Uptake? Links between Maternal Talk, Processing Speed and Vocabulary Size in Spanish-Learning Children.” Developmental Science 11 (6): F31–F39.
29. Huttenlocher, J., W. Haight, A. Bryk, M. Seltzer, and T. Lyons. 1991. “Early Vocabulary Growth: Relation to Language Input and Gender.” Developmental Psychology 27 (2): 236–248.
30. Jordan, N. C., D. Kaplan, C. Ramineni, and M. N. Locuniak. 2009. “Early Math Matters: Kindergarten Number Competence and Later Mathematics Outcomes.” Developmental Psychology 45: 850–867.
31. Joseph, G. E., and P. S. Strain. 2003. “Comprehensive Evidencebased Social-Emotional Curricula for Young Children: An Analysis of Efficacious Adoption Potential.” Topics in Early Childhood Special Education 23 (2): 62–73.
32. Juffer, F., M. J. Bakermans-Kranenburg, and M. H. van Ijzendoorn. 2005. “Enhancing Children’s Socioemotional Development: A Review of Intervention Studies.” In Handbook of Research Methods in Developmental Science, edited by D. M. Teti, 213–232. Malden: Blackwell.
33. Kaiser, A. P., and J. A. Trent. 2007. “Communication Intervention for Young Children with Disabilities: Naturalistic Approaches to Promoting Development.” In Handbook of Developmental Disabilities, edited by S. Odom, R. Horner, M. Snell, and J. Blacher, 224–246. New York: Guilford.
34. Kaiser, A. P., P. J. Yoder, and A. Keetz. 1992. “Evaluating Milieu Teaching.” In Causes and Effects in Communication and Language Intervention, edited by S. Warren and J. Reichle, 9–47. Baltimore: Brookes.
35. Kazdin, A. E., D. K. Esveldt, N. H. French, and A. S. Unis. 1987. “Effects of Parent Management Training and Problem-Solving Skills Training Combined in the Treatment of Antisocial Child Behavior.” Journal of the American Academy of Child and Adolescent Psychiatry 26 (3): 416–424.
36. Kinder, D., and D. Carnine. 1991. “Direct Instruction: What it is and what it is Becoming.” Journal of Behavioral Education 1 (2): 193–213.
37. Klein, A., P. Starkey, D. Clements, J. Sarama, and R. Iyer. 2008. “Effects of a Pre-Kindergarten Mathematics Intervention: A Randomized Experiment.” Journal of Research on Educational Effectiveness 1 (3): 155–178.
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39. Korczak, J. 2008. Wie man ein Kind lieben soll [How to love a child]. Göttingen: Vandenhoeck & Ruprecht.
40. Kraft, B. L., and R. M. Santos. 1997. “Integrating Effective Teaching Literature with Literature on Instruction in the Natural Environment.” Exceptionality: A Special Education Journal 7 (2): 139–141.
41. Landry, S. H., P. R. Swank, K. E. Smith, M. A. Assel, and S. B. Gunnewig. 2006. “Enhancing Early Literacy Skills for Preschool Children: Bringing a Professional Development Model to Scale.” Journal of Learning Disabilities 39 (4): 306–324.
42. LeBlanc, L. A., J. Esch, T. M. Sidener, and A. M. Firth. 2006. “Behavioral Language Interventions for Children with Autism: Comparing Applied Verbal Behavior and Naturalistic Teaching Approaches.” The Analysis of Verbal Behavior 22: 49–60.
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