Untitled - Elternverein Baden-Württemberg

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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.