Books about Child directed from Amazon.com

Many teachers don't know how to design child-directed math activities and often wind up relying on teacher-directed activities that emphasize memorization.

Greg Nelson provides pre-designed, child-centered activities that engage and challenge students to learn math at their own level. Teachers place these easy-to-construct, inexpensive activities "on the shelf" for children to use when they are developmentally ready and interested.

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Price: $18.24 [Notify me when price goes down.]

LEARNING MATERIALS. Infant/Toddler. Resource Books.
Price: $10.15 [Notify me when price goes down.]

A comprehensive (40+ hour) self-directed manual is just what teachers need to effectively implement one of the best infant curriculum resources, Innovations: The Comprehensive Infant Curriculum. This guide is specially designed for teachers who are new to the world of care and early education of infants, as well as those who are experienced infant educators. Teachers explore Innovations' wide view of curriculum as inclusive of interactions, activities and experiences, child development, parent partnerships, teaching, observation and assessment, and environment.

Dr. Albrecht is widely known as an advocate for high quality care and early education opportunities for all children. Dr. Miller, with over 25 years of direct experience in education, is a national speaker and consultant.

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Price: $10.10 [Notify me when price goes down.]

This digital document is a journal article from Journal of Neurolinguistics, published by Elsevier in 2004. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.

Description:
Language acquisition represents one of the great learning achievements in human cognitive development. Perhaps, this process takes place in a relatively automatic manner in which, simply through exposure to language input, the child configures her language organ to coincide with the structure of the maternal language. In this context, the problem of the vast uncertainty between speech input and its external referent, related to the more general notion of the 'poverty of the stimulus' problem, takes on a significant importance, and motivates the nativist suggestion that language is already essentially preprogrammed, and acquisition consists of setting the parameters for the target language based on limited exposure. What if, however, the acquisition process was not so automatic, but rather was controlled by the operation of mechanisms that could direct the attention of the child to specific aspects of the sentence and its external referent? In this case, external and internal control of attention could significantly reduce the referential uncertainty, thus reducing the requirement for preprogrammed language. The current paper outlines evidence for this second scenario, in which child directed speech guides the child's attention to important aspects of the speech signal, and Joint Attention focuses his attention on the relevant aspects of the referential world, significantly reducing the poverty of the stimulus problem. Results from recent simulation studies are briefly reviewed that indicate how these mechanisms could then allow a relatively non-specific learning mechanism to acquire initial knowledge of grammatical constructions in the first steps of language acquisition. .
Price: $5.95 [Notify me when price goes down.]