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"Playdancing" is a creative movement program developed to foster confidence, creativity, and problem-solving skills in children ages three to eight. The book is written primarily for teachers in the classroom and discusses the developmental stages of early childhood and the specific skills necessary for creativity to flourish. Lesson plans and examples are then outlined for each stage of development. Each activity listed includes an objective, materials needed, suggestions for working it into the curriculum, and a description. There are also activities designed to increase self-awareness and improve language ability and interpersonal skills. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)
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"Understanding the Gifted Adolescent: Educational, Developmental, and Multicultural Issues" is a seminal volume whose purpose is to fill a void in the literature that until now has focused exclusively on younger gifted children. It deals not only with the educational but also the psychological issues that impact gifted learners as they make the arduous transition from children to adulthood. Topics covered include career decision making, spiritual and moral development, sexuality, and problems such as eating, anxiety, and stress disorders that may result from psychosocial maladjustment and the often self-imposed pressure of perfectionism. Three chapters are devoted to the doubly difficult task of the minority student, who must come to terms with these developmental issues while battling racist attitudes that consistently work to undermine self-esteem and cultural pride. This volume emphasizes that teachers, counselors, and parents play a key role in helping gifted adolescents solidify their personal beliefs and objectives. It makes clear that the internal conflicts that characterize adolescence need not keep gifted students from realizing their potential. Rather, from these conflicts, leadership skills and a solid sense of individuality can be born. This text will be a valuable resource for preservice and inservice teachers, counselors, program administrators, and district coordinators of gifted programs. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)
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This book is designed to give counselors, regular classroom teachers, gifted education specialists, and parents an understanding of the academic and personal-social needs of gifted and talented students, awareness of ways that they themselves may help these children, and an introduction to the available guidance strategies and materials. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: preface)
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This volume had its origins in two theoretical developments, both of which took place in the early 1980s. The first of these was the attempt on the part of a number of psychologists with an interest in Piaget's theory of intellectual development, to rework his classic system in the light of recent developments in learning theory and information science (e.g., Case, 1985; Fischer, 1982; Halford, 1982; Pascual-Leone & Goodman, 1979). The second was the attempt on the part of a number of psychologists with an interest in Chomsky's theory of language, to rework the same classic Piagetian system in terms of recent developments in linguistics and in neuroscience (Carey, 1986; Feldman, 1983; Fodor, 1982; Gardner, 1983; Keil, 1984). As might be expected, the new theories that resulted from these two endeavors were quite different. The view of the mind that resulted from the first enterprise was that of a general or all-purpose computing device, whose basic capacities undergo periodic changes in the course of development. . . . The second endeavor gave rise to another view, which also utilized the computational metaphor. However, in this case the mind was seen as a modular computing device, each of whose modules has its own unique capacities and structures. During the early 1980s, these two research programs proceeded independently, with relatively little contact between them. As the decade wore on, however, it became apparent that each program was making important conceptual progress. Thus, a number of attempts were made to bring the two programs closer together, and to stimulate some sort of productive exchange between them. The project that is reported in this volume was an indirect result of these encounters. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)