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  • 1
    UID:
    gbv_276809637
    Format: 239 S.
    Edition: 1. Aufl.
    ISBN: 3456821468
    Series Statement: Huber-Psychologie-Sachbuch
    Uniform Title: Children and emotion 〈dt.〉
    Note: Literaturverz. S. 218 - 230
    Language: German
    Subjects: Psychology
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    Keywords: Kind ; Gefühl ; Entwicklung ; Erziehung
    Author information: Wengenroth, Matthias
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  • 2
    UID:
    almafu_9960117649902883
    Format: 1 online resource (xx, 418 pages) : , digital, PDF file(s).
    ISBN: 0-511-57138-0
    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). , English
    Additional Edition: ISBN 0-521-66587-6
    Additional Edition: ISBN 0-521-59322-0
    Language: English
    Subjects: Psychology
    RVK:
    Keywords: Aufsatzsammlung
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (lizenzpflichtig)
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  • 3
    Online Resource
    Online Resource
    Cambridge :Cambridge University Press,
    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
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  • 4
    Book
    Book
    Cambridge, Mass. : Belknap Press of Harvard University Press
    UID:
    b3kat_BV043669925
    Format: 253 pages , illustrations , 22 cm
    ISBN: 9780674503830
    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. This book 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 asks only for treats
    Note: Includes bibliographical references (pages 222-241) 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
    Keywords: Lernpsychologie ; Kind
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  • 5
    UID:
    gbv_869691945
    Format: 96 Seiten , Illustrationen , 21 cm
    ISBN: 3923158483 , 9783923158485
    Note: Ausstellungsdaten im Kolophon , Text deutsch und englisch
    Language: English
    Subjects: Ethnology , Theology
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    Keywords: Wallfahrt ; Religiosität ; Ausstellungskatalog ; Ausstellungskatalog ; Bildband
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  • 6
    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
    Library Location Call Number Volume/Issue/Year Availability
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  • 7
    Online Resource
    Online Resource
    Cambridge, Mass. :Belknap Press of Harvard University Press,
    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.
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  • 8
    Online Resource
    Online Resource
    Cambridge, Mass. [u.a.] :Harvard Univ. Press,
    UID:
    almafu_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:
    Keywords: Lernpsychologie ; Kind
    Library Location Call Number Volume/Issue/Year Availability
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  • 9
    UID:
    almafu_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
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  • 10
    UID:
    gbv_883391864
    Format: Online-Ressource (1 online resource (202 p.)) , digital, PDF file(s).
    Edition: Online-Ausg.
    ISBN: 9780511852077
    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
    Content: 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
    Note: Title from publisher's bibliographic system (viewed on 05 Oct 2015)
    Additional Edition: ISBN 9780521194594
    Additional Edition: ISBN 9781107531598
    Additional Edition: Erscheint auch als Druck-Ausgabe Children's understanding of death Cambridge [u.a.] : Cambridge Univ. Press, 2011 ISBN 0521194598
    Additional Edition: ISBN 9780521194594
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 9780521194594
    Language: English
    Subjects: Psychology
    RVK:
    Keywords: Kind ; Angehöriger ; Tod ; Bewältigung
    URL: Volltext  (lizenzpflichtig)
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