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Knowledge Development in Early Childhood
Sources of Learning and Classroom Implications

Edited by Ashley M. Pinkham, Tanya Kaefer, and Susan B. Neuman

270 Pages
Size: 6" x 9"
Hardcover
June 2012
ISBN 978-1-4625-0499-2
Cat. #0499
Price: $40.00 $34.00
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e-Book
June 2012
ISBN 978-1-4625-0504-3
EPUB format
Price: $40.00 $34.00
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Daniel R. Anderson, PhD, Department of Psychology, University of Massachusetts—Amherst, Amherst, Massachusetts

Erica M. Barnes, MA, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee

Maureen Callanan, PhD, Psychology Department, University of California—Santa Cruz, Santa Cruz, California

James Christie, PhD, School of Social and Family Dynamics, Arizona State University, Tempe, Arizona

Carol McDonald Connor, PhD, Department of Psychology, Florida State University, Tallahassee, Florida

Sherryse L. Corrow, MA, Institute of Child Development, University of Minnesota, Minneapolis, Minnesota

Jason Cowell, MA, Institute of Child Development, University of Minnesota, Minneapolis, Minnesota

David K. Dickinson, EdD, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee

Sabine Doebel, MA, Institute of Child Development, University of Minnesota, Minneapolis, Minnesota

Nell K. Duke, EdD, College of Education, Michigan State University, East Lansing, Michigan

Roberta Michnick Golinkoff, PhD, School of Education, Departments of Psychology and Linguistics, University of Delaware, Newark, Delaware

Anne-Lise Halvorsen, PhD, College of Education, Michigan State University, East Lansing, Michigan

Annemarie H. Hindman, PhD, College of Education, Temple University, Philadelphia, Pennsylvania

Sara Hines, PhD, School of Education, Hunter College, The City University of New York, New York, New York

Kathy Hirsh-Pasek, PhD, Department of Psychology, Temple University, Philadelphia, Pennsylvania

Tanya Kaefer, PhD, School of Education, University of Michigan, Ann Arbor, Michigan

Jennifer A. Knight, MEd, College of Education, Michigan State University, East Lansing, Michigan

Melissa A. Koenig, PhD, Institute of Child Development, University of Minnesota, Minneapolis, Minnesota

Heather J. Lavigne, MEd, Department of Psychology, University of Massachusetts—Amherst, Amherst, Massachusetts

Jin-Sil Mock, EdM, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee

Frederick J. Morrison, PhD, Department of Psychology and School of Education, University of Michigan, Ann Arbor, Michigan

Charlotte Nolan-Reyes, MS, Psychology Department, University of California—Santa Cruz, Santa Cruz, California

Ashley M. Pinkham, PhD, School of Education, University of Michigan, Ann Arbor, Michigan

Jessa Reed, BA, Department of Psychology, Temple University, Philadelphia, Pennsylvania

Jennifer Rigney, MS, Psychology Department, University of California—Santa Cruz, Santa Cruz, California

Kathleen Roskos, PhD, Department of Education and Allied Studies, John Carroll University, University Heights, Ohio

Rebecca Silverman, EdD, College of Education, University of Maryland, College Park, Maryland

Graciela Solis, BA, Psychology Department, University of California—Santa Cruz, Santa Cruz, California

Jennifer Van Reet, PhD, Department of Psychology, Providence College, Providence, Rhode Island

Barbara A. Wasik, PhD, College of Education, Temple University, Philadelphia, Pennsylvania

Tanya S. Wright, PhD, College of Education, Michigan State University, East Lansing, Michigan
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