Part II presents recent empirical findings on the developing ability by young infants to detect whether caretakers and social partners are attentive and responsive to their own behavior in social exchanges. Part III focuses on the early development of infants' ability to monitor others in their action, their gazing, their animacy, and their emotion.
Part IV offers a commentary on the contributions as a whole, discussing the basic theoretical assumptions guiding current research on early social cognition. The author identifies the conceptual strengths and weaknesses of the work presented and suggests interesting avenues for future research. The origins of knowledge about the self is arguably the most fundamental problem of psychology. It is a classic theme that has preoccupied great psychologists, beginning with William James and Freud.
On reading current literature, today's developmental psychologists and ethologists are clearly expressing a renewed interest in the topic. Furthermore, recent progress in the study of infant and animal behavior, provides important and genuinely new insights regarding the origins of self-knowledge. This book is a collection of current theoretical views and research on the self in early infancy, prior to self-identification and the well-documented emergence of mirror self-recognition.
Department of Education
The focus is on the early sense of self of the young infant. Its aim is to provide an account of recent research substantiating the precursors of self-recognition and self-identification. By concentrating on early infancy, the book provides an updated look at the origins of self-knowledge.
Learn More What do infants know? Learn More The Cambridge Encyclopedia of Child Development is an authoritative, accessible and up-to-date account of all aspects of child development.
Learn More The origins of knowledge about the self is arguably the most fundamental problem of psychology. Learn More. Impact factor: 5.
Tools and Resources
Online ISSN: McQuillan Linda B. Smith Chen Yu John E. Rasheed Joshua L. Brown Sebrina L.
Child care – Early childhood education and care | Encyclopedia on Early Childhood Development
Doyle Patricia A. Chambers Susan A. Durlak Roger P. Weissberg Allison B. Dymnicki Rebecca D. Taylor Kriston B. Lectures et petite enfance , Edited by: Rayna, S. Recent developments in the sociology of childhood, which has emerged in other parts of Europe and in the United States with Berry Mayall Mayall, B.
Towards a sociology for childhood: Thinking from children's life , Buckingham : Open University Press. Without going further in the overview, we must not forget that, beyond Europe, other pioneers have stimulated research and changes for the under-6s, including the under-3s, as demonstrated by Miwako Hoshi-Watanabe Hoshi-Watanabe, M. Lyon : INRP.
New York : W. Freeman and Company.
Education in the 20th century
Also in South America, a succession — and some combinations — of studies, generally imported from minority countries, has also been observed, from the dominant psychological ones, followed by the psycho-pedagogical ones then by some sociological ones, as in Brazil Vittoria and Rabello Baretto Vittoria, T.
In Early childhood education. An international encyclopedia , Edited by: New, R. Westport, CT : Praeger. As mentioned, presenting a full review of the research could not be our ambition here, because it would turn out to be inevitably partial. From our perspective we can however mention some key points concerning methods and issues related to research in early childhood and particularly on the birth to 3 age range.
Working with the most dominated persons the youngest and their carers, mostly women still being involved, mothers as well practitioners , means that power issues, at their multiple levels, are to be underlined, with inevitable paradigmatic shifts at the level of the education of the little ones and with regard to the training or accompaniment of the adults. Researching both rigorous tools and ethical positions to go ahead in these directions is a feature shared by studies in this issue, such as those by Florence Pirard or one of the editors. A monograph can be pictured as a composition, a piece of music or painting.
- Schools In-San Francisco, Metro San Francisco.
- Save Yourself.
- A monograph as a composition.
- 1.2 The Evolution of Psychology: History, Approaches, and Questions!
- Reconsidering nursing’s history during Canada 150.
- Le Code Rebecca (Policier / Thriller t. 7473) (French Edition)?
This metaphor brings the role of the editors into light as making an interpretation, like a performer, in which the parts of this composition, the voices and sounds or shapes and colours are brought to an entity. To start, the title of this work indeed suggests in what way the seven contributions hold together: this monograph is a collection of research articles focusing on the youngest children, babies and toddlers.
The initiative to give this early age explicit attention in an EECERA publication must not surprise, as suggested before. Nevertheless we have to acknowledge that educational research highlighting this particular age range is limited, despite the increasing number of studies in this field. Many researchers, while noticing with Donna Berthelsen Berthelsen, D. International Journal of Early Childhood , 42 1 : 81 — 6. International Journal of Early Childhood , 42 1 : 87 — International Journal of Early Childhood , — Toddler's life in Swedish preschool.
John Bennett Bennett, J. Public policy and early childhood systems in Europe. Six challenges for the coming years. Part of their argument is how much poverty can affect this early age. At the same time we can see that the findings of — particularly psychological — research on the youngest children are most fascinating and inspiring for the whole of the educational system. If developmental psychology could and still can be the subject of legitimate contestation by post-structuralist views criticising the concept of normalization and other impoverishing effects in early education , arguments from this discipline are now confirming and developing the image of the very young child as a rich and competent citizen.
This new strong message is most fruitful in the light of the continuous process of emancipation and empowerment of the under-3s sector in education…and beyond that age! The exciting experience that was ours when being involved in studies with babies as a member of a research team in Paris Sinclair et al.
Infants and objects: the creativity of the cognitive development. They realize how research of this early period of life opens an incredibly rich window and laboratory offering great perspectives for the whole of the educational field. This key message is at the heart of the first contribution, by Colwyn Trevarthen, who can be considered, internationally, as one of the main contributors to the field of Birth to 3.
Early child development in the French tradition : contributions from current research
His innovative work carried over recent decades, is inspiring a growing number of areas, including the early curriculum, prevention on illiteracy, autism, etc. We were honoured by his immediate, generous and enthusiastic response to our invitation to participate in this issue.
Trevarthen takes us into an intriguing journey that in the end leaves us with a particular sense of wonder, an awareness of the richness and strengths these young persons bear in themselves. This understanding inevitably brings about a fundamental shift in our attitude and approach in relation to the under-3s. The harvest of this endeavour is rich and varied and documented by subtle observations and sensitive descriptions of what goes on in children.
All this leaves us with an impressive view of the child's mind. Not just as a general statement, but underpinned by a convincing articulation of processes that are not commonly acknowledged but clearly there if we want to see them. Trevarthen has set the tone or given the canvas his ground layer.
Let's describe how the following contributions fit into this frame and together make a rich composition.