By Giselle O. Martin-Kniep
Turning into a greater instructor offers KB12 educators with key information regarding essentially the most powerful educating and studying instruments to be had today--in one handy book. all the suggestions has a protracted background of use and has been researched and evaluated in quite a few settings. Giselle Martin-Kniep selected those particular suggestions simply because, as an entire, they foster a student-centered lecture room surroundings that's either equitable and rigorous. In separate chapters for every subject, she addresses (1) crucial questions, (2) curriculum integration, (3) standards-based curriculum and evaluate layout, (4) real review, (5) scoring rubrics, (6) portfolios, (7) mirrored image, and (8) motion study. Annotated lists of advised assets offer feedback for extra exploration of every subject. Readers new to those themes will achieve a easy realizing of every and tips on how to use them to create a student-centered lecture room. more matured educators may also make the most of reexamining those suggestions and contemplating them as components of a entire complete. various examples from various grade levels--along with layout modules, templates, and checklists--make this a useful consultant for lecturers and directors.
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This book was set in Palatino by Compset, Inc. and printed and bound in the United States of America. Library of Congress Cataloging-in-Publication Data Wellman, Henry M. The child's theory of mind / Henry M. Wellman. p. " Includes bibliographical references. ISBN 0-262-23153-0 (hb), 0-262-73099-5 (pb) 1. Cognition in children. 2. Philosophy of mind. 3. Children- Attitudes. I. Title. II. Series. 4'13-dc20 89-49578 CIP Page v For my parents, Hank and Martha, and my wife, Karen Page vii Contents Series Foreword ix Acknowledgments xi Chapter 1 Children, Theories, and the Mind: An Introduction 1 Chapter 2 Understanding the Basic Distinction between Mental and Physical Phenomena 13 Chapter 3 Young Children's Understanding of Belief 61 Chapter 4 Commonsense Belief-Desire Psychology 93 Chapter 5 Everyday Theories 123 Chapter 6 Young Children's Belief-Desire Psychology 155 Chapter 7 Further Clarifications of the Theory and the Data 191 Chapter 8 Before Three 207 Chapter 9 From Three to Six: From Copies and Imaginings to Interpretations 243 Chapter 10 From Three to Six: Other Implications 279 Chapter 11 Beyond Six 297 Page viii Chapter 12 Conclusions Page ix Series Foreword This series in learning, development, and conceptual change will include state-of-the-art reference works, seminal book-length monographs, and texts on the development of concepts and mental structures.
In contrast, for example, consider a mental entity such as a dream-of-a-room or a dream-of-a-chair. It might seem to me that I can see and touch such a dream-chair while dreaming, but no one else experiences these things similarly. In general, mental entities lack the sort of public existence that physical objects possess. Third, a physical object, for example, my bedroom, has a consistent existence. Each morning when I wake up, there it is. Mental entities are not similarly consistent. Each night when I go to sleep, I have different dreams; my image of a chair can come and go simply by willing it, quite unlike an actual chair.
Different types of mental-physical contrasts were included involving four different verbs: think, dream, remember, and pretend. Page 19 Three-, four- and five-year-olds were very good at these judgments. Even three-year-olds were correct in ascribing behavioral-sensory, public, and consistent status to physical objects but not mental entities 75% of the time, greatly in excess of chance. In addition, when children did make errors, they were as likely to ascribe not-real status to physical items as they were to ascribe physical status to not-real, mental items.