- Page 5 and 6: This review is primarily intended t
- Page 7 and 8: For those who would like more detai
- Page 10: promote and enhance an individual c
- Page 15 and 16: possible. Thus stage theories are t
- Page 17 and 18: years, it is important to take acco
- Page 19 and 20: a base of secure relationships with
- Page 21 and 22: The final chapter brings the review
- Page 23 and 24: thus showing that the theory was
- Page 25 and 26: e t h o l og i cal theory with soc
- Page 27 and 28: politically. Bowlby had concluded f
- Page 29 and 30: COGNITIVE DEVELOPMENTAL THEORIESJea
- Page 31 and 32: t h at there will be diffe re n ces
- Page 33 and 34: their upbringing, rather than on ob
- Page 35 and 36: especially moving, objects, so babi
- Page 37 and 38: the importance of positive interact
- Page 39 and 40: experiences represent no more thana
- Page 41 and 42: a sense of securi ty and pro m o te
- Page 43 and 44: on which they will found theirunder
- Page 45 and 46: having a difficult temperament inba
- Page 47 and 48: the majority among their participan
- Page 49 and 50: ecause they cannot see the adult, t
- Page 51 and 52: expressions of emotion. So children
- Page 53 and 54:
What must also be acknowledged is t
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into defiance than those who adopte
- Page 57 and 58:
infants displayed more warmth anden
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on the practices used to socialise
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least 36 months of attendance at a
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all areas of learning and developme
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a sensitivity to expression in the
- Page 67 and 68:
according to Goldschmeid and Sellec
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and parents will be familiar with v
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esponsiveness and duration of suche
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with pointers for practice. She sta
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‘Whether it involves children, ba
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to engage in a new way as ‘when i
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eality and join with children in ri
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attend and concentrate. The evaluat
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The part of babies’ brains engage
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of three and six months, babies sho
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take into account the rich,natural,
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Language and thoughtVygotsky (1978:
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In re s e a rch in French day ca re
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In Kate Pa h l’s longitudinal re
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young children and the affective na
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Eliot (at two and a half) was at ho
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oute that reflects the particularci
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Children’s developing memories an
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ecome evident during the first mont
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Meggitt (2001:4) also recommends th
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The National Heart Forum (2002: 4)e
- Page 109 and 110:
early development gathered largely
- Page 111 and 112:
environment in order to fine-tune t
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studies (Richman 1978; Richman et a
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WHAT IS THE DIFFERENCE BETWEEN BRAI
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year of life, when the part of the
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clean, safe and uncluttered and hav
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The effects of poverty on mental he
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vo i ce, i n d i cators of emotion,
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of this and clapping games and song
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difficulties, temper tantrums and b
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situation appears to show that ther
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issue. In March 1998, 9 per cent of
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Beginning to walk, climb and run wi
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Providing information and teachingp
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Know about brain development andthe
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a c kn owledge cri t i cal socialt
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a commitment to ensure that ECECser
- Page 143 and 144:
ReferencesAbbott, L. (2001) Percept
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http://www.whale.to/vaccines/dawbar
- Page 147 and 148:
Bowlby, J. (1951) Maternal Care and
- Page 149 and 150:
Bruner, J.S.and Lucariello, J. (198
- Page 151 and 152:
Curtis, A.M. (1998) Curriculum for
- Page 153 and 154:
Early Years Curriculum Group (1989)
- Page 155 and 156:
Garrett, M., McElroy, A.M.and Stain
- Page 157 and 158:
and Literacy Lessons, New Hampshire
- Page 159 and 160:
Kagan,J. (1998) Three Seductive Ide
- Page 161 and 162:
Leon, D.A., Vagero, D. and Olansson
- Page 163 and 164:
In T. David (ed) Advances in Applie
- Page 165 and 166:
Nelson,K. (1986) Event knowledge, s
- Page 167 and 168:
with Under Threes: Training and Pro
- Page 169 and 170:
Rutter, M.and the English and Roman
- Page 171 and 172:
Snow, C.E. (1977) The development o
- Page 173 and 174:
Tronick, E.Z., Morelli,G.A.and Ivey
- Page 176 and 177:
BibliographyAbbott, L. and Moylett,
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AppendixMethodology - how the liter
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Other terms - for example ADHD,Rita
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In many cases what surprised the re