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Promoting Positive Development in Early Childhood Building Blocks for a Successful Start /
The formative years - ages three through five - are critical to building a solid foundation for children's long-term success. And although the relationship between children and parents is central to healthy development, a variety of community members and institutions - schools, programs, neighb...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Autor Corporativo: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York, NY :
Springer US : Imprint: Springer,
2008.
|
| Edición: | 1st ed. 2008. |
| Colección: | The Search Institute Series on Developmentally Attentive Community and Society ;
6 |
| Temas: | |
| Acceso en línea: | Texto Completo |
MARC
| LEADER | 00000nam a22000005i 4500 | ||
|---|---|---|---|
| 001 | 978-0-387-79922-3 | ||
| 003 | DE-He213 | ||
| 005 | 20220116191440.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 100301s2008 xxu| s |||| 0|eng d | ||
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| 024 | 7 | |a 10.1007/978-0-387-79922-3 |2 doi | |
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| 100 | 1 | |a VanderVen, Karen. |e author. |4 aut |4 http://id.loc.gov/vocabulary/relators/aut | |
| 245 | 1 | 0 | |a Promoting Positive Development in Early Childhood |h [electronic resource] : |b Building Blocks for a Successful Start / |c by Karen VanderVen. |
| 250 | |a 1st ed. 2008. | ||
| 264 | 1 | |a New York, NY : |b Springer US : |b Imprint: Springer, |c 2008. | |
| 300 | |a XII, 204 p. |b online resource. | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 347 | |a text file |b PDF |2 rda | ||
| 490 | 1 | |a The Search Institute Series on Developmentally Attentive Community and Society ; |v 6 | |
| 505 | 0 | |a The External Assets -- The Support Assets -- The Empowerment Assets -- The Boundaries-and-Expectations Assets -- The Constructive-Use-of-Time Assets -- The Internal Assets -- The Commitment-to-Learning Assets -- The Positive Values Assets -- The Social-Competencies Assets -- The Positive-Identity Assets -- The Conceptualization of the Early Childhood Developmental Assets Framework -- The Early Childhood Developmental Assets Framework as Intervention: Theoretical and Knowledge Base -- Emergent Perspectives on the Early Childhood Developmental Assets Framework -- Pathways Toward the Future and the Early Childhood Developmental Assets Framework. | |
| 520 | |a The formative years - ages three through five - are critical to building a solid foundation for children's long-term success. And although the relationship between children and parents is central to healthy development, a variety of community members and institutions - schools, programs, neighborhoods - often make important and lasting contributions. Promoting Positive Development in Early Childhood introduces Developmental Assets for Early Childhood, a unique strengths-based framework that identifies the spectrum of positive influences on child development inside and outside the home and the qualities that can be nurtured with their concerted help. Translating insight, evidence, and research into meaningful practice, this volume: Defines core areas of healthy development in terms of internal assets (e.g., positive identity and social competence) and external ones (e.g., empowerment and support), and includes both widely acknowledged and emerging concepts. Presents a holistic approach to development by addressing the multiple influences and structures shaping children's lives. Emphasizes resilience as a key component in healthy development and prevention against future risk. Offers parents and community members practical guidelines informed by current theory and intervention design. Establishes continuity of development from early and middle childhood through adolescence. Promoting Positive Development in Early Childhood is essential reading for clinicians, researchers, and other professionals whose work focuses on helping young children grow and thrive, including developmental, clinical, and community psychologists, educators, social workers, and policy makers and agencies. | ||
| 650 | 0 | |a School Psychology. | |
| 650 | 0 | |a Education. | |
| 650 | 0 | |a Social service. | |
| 650 | 1 | 4 | |a School Psychology. |
| 650 | 2 | 4 | |a Education. |
| 650 | 2 | 4 | |a Social Work. |
| 710 | 2 | |a SpringerLink (Online service) | |
| 773 | 0 | |t Springer Nature eBook | |
| 776 | 0 | 8 | |i Printed edition: |z 9781441946447 |
| 776 | 0 | 8 | |i Printed edition: |z 9780387571270 |
| 776 | 0 | 8 | |i Printed edition: |z 9780387799216 |
| 776 | 0 | 8 | |i Printed edition: |z 9781441981363 |
| 830 | 0 | |a The Search Institute Series on Developmentally Attentive Community and Society ; |v 6 | |
| 856 | 4 | 0 | |u https://doi.uam.elogim.com/10.1007/978-0-387-79922-3 |z Texto Completo |
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| 950 | |a Behavioral Science (SpringerNature-11640) | ||
| 950 | |a Behavioral Science and Psychology (R0) (SpringerNature-43718) | ||