000			03559nam a22002897a 4500
003			mmsu18-0550
005			20230918125144.0
008			190708b xxu||||| |||| 00| 0 eng d
020			_a978-1-4742-3190-9 Pbk, Bp.
040			_aMMSU _cULS
050	0	0	_aLB 1139.23 C66 2017 CTE
100	1		_aConkbayir, Mine.
245	1	0	_aEarly childhood and neuroscience : _btheory, research and implications for practice / _cMine Conkbayir.
264		1	_aLondon : _bBloomsbury, _c2017.
300			_axix, 168 pages : _billustrations ; _c24 cm.
504			_aIncludes bibliographical references and index.
505	8		_aMachine generated contents note: -- Foreword, Colwyn Trevarthen, Emeritus Professor, University of Edinburgh, UK -- Introduction: What To Expect and What Not To Expect From This Book -- 1. Neuroscience: What Is it? -- 2. Why Should Early Childhood Practitioners Know About Neuroscience? -- 3. Emotional Well-being: How Can We Help to Build Healthy Brains? -- 4. Children's Language and Communication Development: What Can Neuroscience Tell Us? -- 5. Beyond Nature Versus Nurture: Is Neuroscience Relevant to the Debate? -- 6. Conclusions and Recommendations: Where Do We Go From Here? -- Glossary of Terms -- Bibliography -- Index.
520			_a" Early Childhood and Neuroscience is a practical guide to understanding the complex and challenging subject of neuroscience and its use (and misapplication) in early childhood policy and practice. The author begins by introducing the definition and history of neuroscience. The reader is then led through structured chapters discussing questions such as: Why should practitioners know about neuroscience? How can neuroscience help practitioners better provide for babies and children? and Is it relevant? Topics covered include the nature vs. nurture debate through the lens of neuroscience, epigenetics, the first 1001 days and a discussion on just how critical the first three years of life are to healthy brain development. The book provides a balanced overview of the debates by weaving discussion on the opportunities of using neuroscience in early childhood practice with examination of the limitations and ethical implications throughout the chapters. This enables students to inform their own opinions about the discipline and its use in their future practice. Clear explanations of the main terms and theories are complemented with illustrative case studies of cutting-edge research from around the world, a glossary of key terms and suggestions for further reading. Reflective discussion questions give students the chance to apply their theoretical knowledge to real-world contexts. These features encourage and support independent critical thinking, helping students to reflect on, evaluate and analyse a range of ideas, research findings and applications for their own future early childhood practice. Early Childhood and Neuroscience is essential reading for lecturers, undergraduate and postgraduate students in the field as well as for the new practitioner. "-- _cProvided by publisher.
520			_a"A balanced introduction that bridges the gap between current neuroscience research and early childhood practice"-- _cProvided by publisher.
650		0	_aEarly childhood education _xPhilosophy.
650		0	_aCognitive neuroscience.
650		0	_aChild development. _91158
650		7	_aEDUCATION / Preschool & Kindergarten. _2bisacsh
650		7	_aEDUCATION / Educational Psychology. _2bisacsh
650		7	_aSCIENCE / Life Sciences / Neuroscience. _2bisacsh
942			_2lcc _cBK
999			_c13143 _d13143