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  • 1
    Online Resource
    Online Resource
    Children's imagination / (2022)
    Cambridge :Cambridge University Press,
    Details
    UID:
    almahu_9949329025102882
    Format: 1 online resource (69 pages) : , digital, PDF file(s).
    ISBN: 9781009067423 (ebook)
    Series Statement: Cambridge elements. Elements in child development,
    Content: Children's imagination was traditionally seen as a wayward, desire-driven faculty that is eventually constrained by rationality. A more recent, Romantic view claims that young children's fertile imagination is increasingly dulled by schooling. Contrary to both perspectives, this Element argues that, paradoxically, children's imagination draws much inspiration from reality. Hence, when they engage in pretend play, envision the future, or conjure up counterfactual possibilities, children rarely generate fantastical possibilities. Their reality-guided imagination enables children to plan ahead and to engage in informative thought experiments. Nevertheless, when adults present children with less reality-based possibilities - via biblical narratives or the endorsement of special beings - children are receptive. Indeed, such imaginary possibilities can infuse their otherwise commonsensical appraisal of reality. Finally, like adults, young children enjoy being absorbed into a make-believe, fictional world but faced with real-world problems calling for creativity, they often need guidance, given their limited knowledge of prior solutions.
    Note: Title from publisher's bibliographic system (viewed on 10 Jun 2022).
    Additional Edition: Print version: ISBN 9781009066037
    Language: English
    URL: https://doi.org/10.1017/9781009067423
    URL: lizenzpflichtig
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    Online Resource
    Stabi Berlin
    HU Berlin
    FU Berlin
  • 2
    Online Resource
    Online Resource
    Imagining the impossible : magical, scientific, and religious thinking in children (2000)
    Cambridge :Cambridge University Press,
    Details
    UID:
    almahu_9947414425902882
    Format: 1 online resource (xx, 418 pages) : , digital, PDF file(s).
    ISBN: 9780511571381 (ebook)
    Content: This volume, first published in 2000, is about the development of human thinking that stretches beyond the ordinary boundaries of reality. Various research initiatives emerged in the decade prior to publication exploring such matters as children's thinking about imaginary beings, magic and the supernatural. The purpose of this book is to capture something of the larger spirit of these efforts. In many ways, this new work offers a counterpoint to research on the development of children's domain-specific knowledge about the ordinary nature of things that has suggested that children become increasingly scientific and rational over the course of development. In acquiring an intuitive understanding of the physical, biological or psychological domains, even young children recognize that there are constraints on what can happen. However, once such constraints are acknowledged, children are in a position to think about the violation of those very same constraints - to contemplate the impossible.
    Note: Title from publisher's bibliographic system (viewed on 05 Oct 2015).
    Additional Edition: Print version: ISBN 9780521593229
    Language: English
    Subjects: Psychology
    RVK:
    CQ 2000
    Keywords: Aufsatzsammlung
    URL: https://doi.org/10.1017/CBO9780511571381
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (lizenzpflichtig)
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    Online Resource
    Online Access
    Stabi Berlin
    HU Berlin
    FU Berlin
  • 3
    Online Resource
    Online Resource
    Child Psychology in Twelve Questions (2022)
    Oxford : Oxford University Press
    Details
    UID:
    almahu_9949363120802882
    Format: 272 p , illustrations(colour)
    ISBN: 9780191957383
    Series Statement: Oxford scholarship online
    Content: Child psychology as a scientific enterprise is about a hundred years old-juvenile in comparison to other branches of science. Yet the reader who wants to learn what has been discovered faces an obstacle. There are plenty of textbooks offering an encyclopedic review. They are packed with recent research, aimed at the latest cohort of students, but such a welter of findings and mini controversies can obscure enduring questions as well as established answers. Firmer guidance is on offer in books aiming to help parents and teachers, but the more meditative and less practical questions about the nature of the child's mind are rarely asked. This book takes up some of the enduring questions in developmental psychology. For example, how do children form an attachment to their caregivers? In their imagination, are they confused or clear-sighted about the difference between fantasy and reality? When and how do they make moral judgments? In each chapter, readers are given a sense of why these questions are important, the answers proposed, and the uncertainties that persist. Readers are shown important landmarks, both well known and neglected, and invited to linger.
    Note: 1 Where does love come from? -- 2 How do children learn words? -- 3 Does language change how children think? -- 4 Do children live in a fantasy world? -- 5 Are children natural psychologists? -- 6 Can we trust children's memory? -- 7 Do children understand emotion? -- 8 How do children tell right from wrong? -- 9 Do children trust what they are told? -- 10 Do children believe in magic? -- 11 Is developmental psychology ethnocentric? -- 12 What have we learned?
    Additional Edition: Print version : ISBN 9780192866509
    Language: English
    Subjects: Psychology
    RVK:
    CQ 6000
    URL: Oxford Academic
    URL: Volltext  (lizenzpflichtig)
    URL: Inhaltsverzeichnis
    Library Location Call Number Volume/Issue/Year Availability
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    Online Access
    Stabi Berlin
    HU Berlin
  • 4
    Online Resource
    Online Resource
    Trusting what you're told : how children learn from others (2012)
    Cambridge, Mass. :Belknap Press of Harvard University Press,
    Details
    UID:
    almahu_9948323075802882
    Format: 253 p. : , ill.
    Edition: Electronic reproduction. Ann Arbor, MI : ProQuest, 2015. Available via World Wide Web. Access may be limited to ProQuest affiliated libraries.
    Note: Early learning from testimony -- Children's questions -- Learning from a demonstration -- Moroccan birds and twisted tubes -- Trusting those you know? -- Consensus and dissent -- Moral judgment and testimony -- Knowing what is real -- Death and the afterlife -- Magic and miracles -- Going native.
    Language: English
    Keywords: Electronic books.
    URL: Click to View
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    HU Berlin
  • 5
    Online Resource
    Online Resource
    Children's understanding of death : from biological to religious conceptions (2011)
    New York :Cambridge University Press,
    Details
    UID:
    edocfu_9959227383702883
    Format: 1 online resource (xi, 189 pages) : , digital, PDF file(s).
    ISBN: 1-139-12447-1 , 1-107-21441-6 , 1-283-29596-2 , 1-139-12280-0 , 9786613295965 , 1-139-11706-8 , 1-139-12772-1 , 1-139-11270-8 , 1-139-11489-1 , 0-511-85207-X
    Content: In order to understand how adults deal with children's questions about death, we must examine how children understand death, as well as the broader society's conceptions of death, the tensions between biological and supernatural views of death and theories on how children should be taught about death. This collection of essays comprehensively examines children's ideas about death, both biological and religious. Written by specialists from developmental psychology, pediatrics, philosophy, anthropology and legal studies, it offers a truly interdisciplinary approach to the topic. The volume examines different conceptions of death and their impact on children's cognitive and emotional development and will be useful for courses in developmental psychology, clinical psychology and certain education courses, as well as philosophy classes - especially in ethics and epistemology. This collection will be of particular interest to researchers and practitioners in psychology, medical workers and educators - both parents and teachers.
    Note: Title from publisher's bibliographic system (viewed on 05 Oct 2015). , Death, ancestors, and the living dead : learning without teaching in Madagascar / Rita Astuti -- Death in Spain, Madagascar, and beyond / Paul L. Harris -- Ambivalent teaching and painful learning : mastering the facts of life / Benjamin Beit-Hallahmi -- Death in the lives of children / Margaret M. Mahon -- Talking to children about death in educational settings / Victoria Talwar -- Responsible believing / Miriam Mccormick -- Thoughts and feelings : children and William James have it right! / Michael Schleifer -- How the law constructs its understanding of death / Ray Madoff. , English
    Additional Edition: ISBN 1-107-53159-4
    Additional Edition: ISBN 0-521-19459-8
    Language: English
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    FU Berlin
  • 6
    Online Resource
    Online Resource
    Children's understanding of death : from biological to religious conceptions (2011)
    Cambridge :Cambridge University Press,
    Details
    UID:
    almahu_9947414610902882
    Format: 1 online resource (xi, 189 pages) : , digital, PDF file(s).
    ISBN: 9780511852077 (ebook)
    Content: In order to understand how adults deal with children's questions about death, we must examine how children understand death, as well as the broader society's conceptions of death, the tensions between biological and supernatural views of death and theories on how children should be taught about death. This collection of essays comprehensively examines children's ideas about death, both biological and religious. Written by specialists from developmental psychology, pediatrics, philosophy, anthropology and legal studies, it offers a truly interdisciplinary approach to the topic. The volume examines different conceptions of death and their impact on children's cognitive and emotional development and will be useful for courses in developmental psychology, clinical psychology and certain education courses, as well as philosophy classes - especially in ethics and epistemology. This collection will be of particular interest to researchers and practitioners in psychology, medical workers and educators - both parents and teachers.
    Note: Title from publisher's bibliographic system (viewed on 05 Oct 2015). , Death, ancestors, and the living dead : learning without teaching in Madagascar / Rita Astuti -- Death in Spain, Madagascar, and beyond / Paul L. Harris -- Ambivalent teaching and painful learning : mastering the facts of life(?) / Benjamin Beit-Hallahmi -- Death in the lives of children / Margaret M. Mahon -- Talking to children about death in educational settings / Victoria Talwar -- Responsible believing / Miriam McCormick -- Thoughts and feelings : children and William James have it right! / Michael Schleifer -- How the law constructs its understanding of death / Ray Madoff.
    Additional Edition: Print version: ISBN 9780521194594
    Language: English
    URL: https://doi.org/10.1017/CBO9780511852077
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    HU Berlin
  • 7
    Online Resource
    Online Resource
    Children's imagination (2022)
    Cambridge : Cambridge University Press
    Details
    UID:
    gbv_1810621976
    Format: 1 online resource (69 pages) , digital, PDF file(s).
    ISBN: 9781009067423 , 9781009066037
    Series Statement: Cambridge elements. Elements in child development
    Content: Children's imagination was traditionally seen as a wayward, desire-driven faculty that is eventually constrained by rationality. A more recent, Romantic view claims that young children's fertile imagination is increasingly dulled by schooling. Contrary to both perspectives, this Element argues that, paradoxically, children's imagination draws much inspiration from reality. Hence, when they engage in pretend play, envision the future, or conjure up counterfactual possibilities, children rarely generate fantastical possibilities. Their reality-guided imagination enables children to plan ahead and to engage in informative thought experiments. Nevertheless, when adults present children with less reality-based possibilities - via biblical narratives or the endorsement of special beings - children are receptive. Indeed, such imaginary possibilities can infuse their otherwise commonsensical appraisal of reality. Finally, like adults, young children enjoy being absorbed into a make-believe, fictional world but faced with real-world problems calling for creativity, they often need guidance, given their limited knowledge of prior solutions.
    Note: Title from publisher's bibliographic system (viewed on 10 Jun 2022)
    Additional Edition: ISBN 9781009066037
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 9781009066037
    Language: English
    DOI: 10.1017/9781009067423
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Open Access Request
    Stabi Berlin
  • 8
    Online Resource
    Online Resource
    Trusting what you're told : how children learn from others (2012)
    Cambridge, Mass. :Belknap Press of Harvard University Press,
    Details
    UID:
    edocfu_9959230181802883
    Format: 1 online resource (262 p.)
    Edition: 1st ed.
    ISBN: 0-674-06984-6 , 0-674-06519-0
    Content: If children were little scientists who learn best through firsthand observations and mini-experiments, as conventional wisdom holds, how would a child discover that the earth is round-never mind conceive of heaven as a place someone might go after death? Overturning both cognitive and commonplace theories about how children learn, Trusting What You're Told begins by reminding us of a basic truth: Most of what we know we learned from others. Children recognize early on that other people are an excellent source of information. And so they ask questions. But youngsters are also remarkably discriminating as they weigh the responses they elicit. And how much they trust what they are told has a lot to do with their assessment of its source. Trusting What You're Told opens a window into the moral reasoning of elementary school vegetarians, the preschooler's ability to distinguish historical narrative from fiction, and the six-year-old's nuanced stance toward magic: skeptical, while still open to miracles. Paul Harris shares striking cross-cultural findings, too, such as that children in religious communities in rural Central America resemble Bostonian children in being more confident about the existence of germs and oxygen than they are about souls and God.We are biologically designed to learn from one another, Harris demonstrates, and this greediness for explanation marks a key difference between human beings and our primate cousins. Even Kanzi, a genius among bonobos, never uses his keyboard to ask for information: he only asks for treats.
    Note: Bibliographic Level Mode of Issuance: Monograph , Early learning from testimony -- Children's questions -- Learning from a demonstration -- Moroccan birds and twisted tubes -- Trusting those you know? -- Consensus and dissent -- Moral judgment and testimony -- Knowing what is real -- Death and the afterlife -- Magic and miracles -- Going native. , English
    Additional Edition: ISBN 0-674-50383-X
    Additional Edition: ISBN 0-674-06572-7
    Language: English
    DOI: 10.4159/harvard.9780674065192
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Open Access Request
    FU Berlin
  • 9
    Online Resource
    Online Resource
    Trusting what you're told : how children learn from others (2012)
    Cambridge, Mass. [u.a.] :Harvard Univ. Press,
    Details
    UID:
    edocfu_BV040927918
    Format: 1 Online-Ressource (253 S.) : , Ill., graph. Darst.
    ISBN: 978-0-674-06572-7 , 978-0-674-06519-2
    Note: Includes bibliographical references and index. - Early learning from testimony -- Children's questions -- Learning from a demonstration -- Moroccan birds and twisted tubes -- Trusting those you know? -- Consensus and dissent -- Moral judgment and testimony -- Knowing what is real -- Death and the afterlife -- Magic and miracles -- Going native
    Language: English
    Subjects: Psychology
    RVK:
    CP 5000
    Keywords: Lernpsychologie ; Kind
    DOI: 10.4159/harvard.9780674065192
    URL: Volltext
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Online Access
    Open Access Request
    FU Berlin
  • 10
    Online Resource
    Online Resource
    Imagining the impossible : magical, scientific, and religious thinking in children (2000)
    Cambridge : Cambridge University Press
    Details
    UID:
    gbv_874301335
    Format: 1 online resource (xx, 418 pages)
    ISBN: 9780511571381 , 9780521593229 , 9780521665872
    Content: This volume, first published in 2000, is about the development of human thinking that stretches beyond the ordinary boundaries of reality. Various research initiatives emerged in the decade prior to publication exploring such matters as children's thinking about imaginary beings, magic and the supernatural. The purpose of this book is to capture something of the larger spirit of these efforts. In many ways, this new work offers a counterpoint to research on the development of children's domain-specific knowledge about the ordinary nature of things that has suggested that children become increasingly scientific and rational over the course of development. In acquiring an intuitive understanding of the physical, biological or psychological domains, even young children recognize that there are constraints on what can happen. However, once such constraints are acknowledged, children are in a position to think about the violation of those very same constraints - to contemplate the impossible
    Note: Title from publisher's bibliographic system (viewed on 05 Oct 2015)
    Additional Edition: ISBN 9780521593229
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 9780521593229
    Additional Edition: Erscheint auch als Druck-Ausgabe Imagining the impossible Cambridge [u.a.] : Cambridge Univ. Press, 2000 ISBN 9780521665872
    Additional Edition: ISBN 0521665876
    Additional Edition: ISBN 0521593220
    Language: English
    Subjects: Psychology
    RVK:
    CQ 2000
    Keywords: Kognitive Entwicklung ; Kind ; Magisches Denken ; Gottesvorstellung ; Kind ; Gottesvorstellung ; Aufsatzsammlung
    DOI: 10.1017/CBO9780511571381
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (lizenzpflichtig)
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Online Access
    Open Access Request
    Stabi Berlin
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