CURRICULUM - TRANSITION - Ausbildung zum/r Übergangsbegleiter/in für frühkindliche Bildungsprozesse - Socrates Grundtvig 1.1 Projekt 3. Modul „Entwicklungspsychologische Ansätze” II. Themen 107
108 CURRICULUM - TRANSITION - Ausbildung zum/r Übergangsbegleiter/in für frühkindliche Bildungsprozesse - Socrates Grundtvig 1.1 Projekt 3. Modul „Entwicklungspsychologische Ansätze” Literaturverzeichnis: 1. Bindung und Entwicklung des Selbst î Ainsworth, M.D.S. (1973): The development of infant-mother attachment. Chicago, University of Chicago Press. î Bowlby, J., Fry,M. (1953): Childcare and the growth of love. Penguin Books. î Bowlby, J. (1969, 1973, 1980): Attachment and loss, Vol. I, II, III î Emde, R.N. (1994): Individual meaning and increasing complexity: In: Porke, R.D., Ornstein, P.A. A century of development psychology, 1994, 203-231. î Spitz, R.A. (1946): Hospitalism, a followup report: The Psychoanalytic Study of the Child, 2, 113-117 . î Stern, D. (1985): The interpersonal world of the infant. New York: Basic Books, 1985. 2. Emotionale Entwicklung î Halberstadt, A.G., Denham, S.A. & Dunsmore, J.C. (2001): Affective social competence. Social Development, 10, 79-119. î Izard, C.E. (1991): The psychology of emotions. New York: Plenum Press, 1991. î Mischel, W., Shoda, G. & Peake, P.K. (1988): The nature of adolescent competencies predicted by preschool delay of gratification. Journal of personality and social psychology, 54, 687- 696. î White, B.L. (1985): The first three years of life. New York: Simon and Schuster, 1993. î Zahn-Waxler & Robinson (1995): Empathy and guilt: Early origins of feeling if responsibility, In: Tangney, J.P. & Fischer, K.W.: Self-conscious emotions. New York: Guilford Press, 1995. 3. Beziehung zu Gleichaltrigen und Sozialentwicklung î Ahnert, L. (2003): Die Bedeutung von Peers für die frühe Sozialentwicklung des Kindes. In: Keller, H. Handbuch der Kleinkindforschung (489-524). Bern: Hans Huber, 2003. î Bensel, J. (1999): Vertrauen schaffen von II. Themen Anfang an. Wie eine gute Eingewöhnung gelingen kann. ZeT 1, 8-10. î Bensel, J. (2000): Aller Abschied ist schwer- die Entwöhnung. Warum die letzten Wochen in der Tagespflege von großer Bedeutung sind. ZeT 3, 8-11. î Bukowski, W.M., Gauze, C. Hoza, B. & Newcomb, A.F. (1993): Differences and consistency between same-sex and othersex peer-relationships during early adolescence. Developmental Psychology, 29, 255-263. î Cillessen, A.H.van Ijzendoorn, H.W., van Lieshout, C.F. & Hartup, W.W. (1992): Hetergeneity among peer-rejected boys: Subtypes and stabilities. Child Development, 63, 893-905. î Clark, K.E. & Ladd, G.W. (2000): Connectedness and autonomy support in parent-child relationships: Links to children`s socioemtional orientation and peer relationships. Developmental Psychology, 36, 485-498. î Coie, J.D. & Kupersmidt, J. (1983): A behavioral analysis of emerging social status in boys` groups. Child Development, 54, 1400-1416. î Coie, J.D. & Dodge, K.A. (1988): Multiple sources of data on social behavior and social status in the school: A cross-age comparison. Child Development, 59, 815-829. î Coie, J.D., Dodge, K.A. & Kupersmidt, J. (1990): Peer group behavior and social status. In: Asher, S.R. & Coie, J.D., Peer rejection in childhood (17-59). Cambridge, England: Cambridge University Press. î Crick, N.R., Casas, J.J., Mosher, M. (1997): Relational and overt aggression in preschool. Developmental Psychology, 33, 579-588. î Dittrich, G., Dörfler, M., Schneider, K. (2001): Wenn Kinder in Konflikt geraten. Eine Beobachtungsstudie in Kindertagesstätten. Neuwied: Luchterhand. î Dodge, K.A., Schlundt, D.G., Schocken, L. & Delugach, J.D. (1983): Social competence and children`s social status: The role of peer group entry strategies. Merrill- Palmer Quarterly, 29, 309-336.
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