Handbook of Early Childhood InterventionJack P. Shonkoff, Samuel J. Meisels Cambridge University Press, 22 พ.ค. 2000 Eighteen new chapters have been added to the 2000 edition of this valuable Handbook, which serves as a core text for students and experienced professionals who are interested in the health and well being of young children. It serves as a comprehensive reference for graduate students, advanced trainees, service providers, and policy makers in such diverse fields as child care, early childhood education, child health, and early intervention programs for children with developmental disabilities and children in high risk environments. This book will be of interest to a broad range of disciplines including psychology, child development, early childhood education, social work, pediatrics, nursing, child psychiatry, physical and occupational therapy, speech and language pathology, and social policy. A scholarly overview of the underlying knowledge base and practice of early childhood intervention, it is unique in its balance between breadth and depth and its integration of the multiple dimensions of the field. |
เนื้อหา
33 | |
THEORETICAL FRAMEWORKS FOR INTERVENTION | 133 |
APPROACHES TO ASSESSMENT | 229 |
SERVICE DELIVERY MODELS AND SYSTEMS | 325 |
MEASURING THE IMPACT OF SERVICE DELIVERY | 485 |
NEW DIRECTIONS FOR THE TWENTYFIRST CENTURY | 611 |
Name Index | 683 |
Subject Index | 708 |
ฉบับอื่นๆ - ดูทั้งหมด
Handbook of Early Childhood Intervention Jack P. Shonkoff,Samuel J. Meisels ชมบางส่วนของหนังสือ - 2000 |
คำและวลีที่พบบ่อย
adolescent adult African American American approach behavior brain Brooks-Gunn caregiving Center challenges chil Child Development child health child’s Childhood Special Education children and families children with disabilities cial clinical cognitive competence context cultural devel developmental Developmental Psychology dren Dunst early childhood intervention Early Childhood Special early intervention programs ECSE effects emotional ents environment evaluation experience family assessment focus focused Frank Porter Graham goals grams Harbin High/Scope home visiting ical identified individual infants influence inter interac Journal learning maternal Meisels ment mental health mental retardation mothers needs neighborhood opment Osofsky outcomes parent–child interaction parents participation Pediatrics perspective poverty practices preschool problems professional Psychology relationship resilience response risk factors role Sameroff scores service delivery service providers Shonkoff skills social special education strategies tervention tion tive toddlers University Press velopment vention York young children