Enduring Bonds (eBook)

The Significance of Interpersonal Relationships in Young Children's Lives
Artikelnummer: 978-0-387-74525-1
Einband: PDF
Verfügbarkeit: Download, sofort verfügbar (Link per E-Mail)
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Young children are social beings. They grow and develop in diverse social and environmental contexts that profoundly affect who they are and what they will become. In this, the first volume of Springer's Educating the Young Child: Advances in Theory and Research, Implications for Practice, a group of distinguished authors examine an array of interpersonal relationships that are formative in shaping childhood: bonds with adult family members, ties with siblings, interaction with peer groups, and connections with caregivers, teachers, administrators, and service providers.

The socio-emotional development of young children has been a significant area of study for decades and early childhood is widely recognized not only as the period during which affective development originates but also as the phase in which the future course of life is set into motion. As life's pace and complexity continues to increase, expectations for children's abilities to control themselves and interact effectively with diverse individuals and groups continue to grow. This, the first volume in a series of edited books designed to synthesize research, theory, and practice, will focus on key interpersonal relationships affecting the young child. A distinguished group of authors will examine a wide array of relationships that affect the child today and influence the adult tomorrow-important bonds such as those between caregivers and infants; among siblings; between literate adults and the language-learning child; between the homeless and those providing support services, between principals and young students; and between recently immigrated preschoolers, teachers, and families, to name a few.


Young children are social beings. They grow and develop in diverse social and environmental contexts that profoundly affect who they are and what they will become. In this, the first volume of Springer's Educating the Young Child: Advances in Theory and Research, Implications for Practice, a group of distinguished authors examine an array of interpersonal relationships that are formative in shaping childhood: bonds with adult family members, ties with siblings, interaction with peer groups, and connections with caregivers, teachers, administrators, and service providers.

The socio-emotional development of young children has been a significant area of study for decades and early childhood is widely recognized not only as the period during which affective development originates but also as the phase in which the future course of life is set into motion. As life's pace and complexity continues to increase, expectations for children's abilities to control themselves and interact effectively with diverse individuals and groups continue to grow. This, the first volume in a series of edited books designed to synthesize research, theory, and practice, will focus on key interpersonal relationships affecting the young child. A distinguished group of authors will examine a wide array of relationships that affect the child today and influence the adult tomorrow-important bonds such as those between caregivers and infants; among siblings; between literate adults and the language-learning child; between the homeless and those providing support services, between principals and young students; and between recently immigrated preschoolers, teachers, and families, to name a few.


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VerlagSpringer New York
EinbandPDF
Erscheinungsjahr2007
Seitenangabe213 S.
AusgabekennzeichenEnglisch
AbbildungenVI, 213 p. 4 illus.
Masse3'585 KB
PlattformPDF
ReiheEducating the Young Child
AutorRenck Jalongo, Mary (Hrsg.)

Alle Bände der Reihe "Educating the Young Child"

Über den Autor Mary (Hrsg.) Renck Jalongo

Mary Renck Jalongo has earned eight national awards for excellence in writing. She has published college-level textbooks that survived to 6th edition, scholarly books and chapters, and journal articles in highly competitive outlets. Both at conferences and at individual postsecondary institutions, she has led writing groups for culturally diverse faculty from a wide range of disciplinary backgrounds. For 26 years, she taught a graduate-level course in writing for publication at Indiana University of Pennsylvania, where she was named professor of the year. Working with Springer Nature, she served as editor-in-chief of a bi-monthly journal for 25 years and continues as senior editor of a book series that began in 2008. As a member of a national editorial board with the Rockefeller Foundation, she edited the work of with first-time authors to produce a journal published simultaneously in English and Spanish. Throughout her career, she has invested thousands of hours inediting the work of other authors, both novice and expert, in ways that supported them in revising, improving, and publishing their manuscripts. Olivia N. Saracho has 43 years of experience as a faculty member at the University of Maryland (UMCP). She has written, co-authored, or edited numerous books for leading academic publishers and served as guest editor for special issues of the journals for various professional organizations. In 2020, she edited the fourth edition of a research handbook in education as well as the second edition of her book with the Routledge/Taylor and Francis Group. Over the past twenty years, Dr. Saracho has been the senior editor of a book series published by Information Age Press. Several of her recent publications offer advice to scholars seeking to publish their original quantitative, qualitative, and mixed-methods research.

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