Hands on, minds on : how executive function, motor, and spatial skills foster school readiness

목차 (Table of Contents)

• CONTENTS
• Foreword / Sharon Ritchie = xi
• Preface = xiii
• PART Ⅰ THINKING ABOUT SCHOOL READINESS
• 1 Foundational Cognitive Skills and School Readiness = 1
• Three Views on School Readiness = 2
• Three Foundational Cognitive Skills and School Readiness = 5
• Summary = 8
• 2 The Importance of Context in Explaining Young Children's Behavior = 10
• How Poverty and Stress in the Environment Affect Young Children = 11
• Bias in Teacher-Child Relationships = 14
• Learning to See How Classroom Contexts Affect Young Children = 16
• Are There Unspoken Expectations in Your Classroom? = 17
• Summary = 19
• PART Ⅱ UNDERSTANDING FOUNDATIONAL COGNITIVE SKILLS
• 3 How Executive Function Helps Children Learn = 23
• Three Components of Executive Function = 24
• Development of Executive Function in Infancy and Childhood = 29
• The Same or Different? Executive Function and Self-Regulation = 30
• Assessing Executive Function in Early Childhood = 32
• Review of Research to Improve Executive Function = 37
• Summary = 39
• 4 Motor Skills in Early Childhood = 41
• Definition of Motor Skills = 42
• Development of Motor Skills in Infancy and Childhood = 46
• Assessing Motor Skills in Early Childhood = 49
• Review of Research to Improve Motor Skills = 54
• Summary = 56
• 5 Spatial Skills : Important but off the Radar = 57
• Spatial Skills : Thinking About Objects = 58
• Cognitive Processes Involved in Spatial Skills = 60
• Development of Spatial Skills in Infancy and Childhood = 62
• Assessing Spatial Skills in Early Childhood = 67
• Review of Research to Improve Spatial Skills = 69
• Summary = 70
• PART Ⅲ LINKING THE LEARNING DOMAINS AND THE FOUNDATIONAL COGNITIVE SKILLS
• 6 Connections Between the Foundational Cognitive Skills and Nonacademic Skills : Physical Development, Social-Emotional Development, and Approaches to Learning = 73
• How Fitness and Nutrition Matter for EF = 74
• The Role of Motor Skills in Children's Self-Confidence = 77
• Approaches to Learning : Connections to EF and Spatial Skills = 80
• Summary = 82
• 7 Literacy and the Theory of Automaticity = 84
• How Executive Function Supports Literacy Acquisition = 85
• Motor and Spatial Skills Used in Literacy = 89
• How the Theory of Automaticity Connects Foundational Cognitive Skills with Reading and Writing = 94
• Summary = 95
• 8 Mathematics Skills Develop Together with Foundational Cognitive Skills = 97
• Executive Function and Mathematics = 98
• Motor Skills and Mathematics = 100
• Spatial Skills and Different Mathematics Skills = 103
• Interventions That Showcase the Connection Between Spatial and Mathematics Skills = 105
• Aligning Activities with Learning Goals = 108
• Summary = 109
• PART Ⅳ GETTING THE MOST OUT OF PLAY
• 9 Taking a Closer Look at Play = 113
• Understanding Play = 115
• Results from a Study in 701 Preschool Classrooms = 119
• Finding a Middle Ground in Guided Object Play = 123
• Minds in Motion : A Guided Object Play Curriculum That Improves Low-Income Children's EF and Spatial Skills = 123
• Summary = 126
• 10 Using Guided Object Play to Explicitly Teach the Foundational Cognitive Skills = 128
• Guided Object Play Can Address Learning Opportunity Gaps = 129
• Teachers Enact the Curriculum Through Their Interactions with Children = 130
• Making Time for Guided Object Play = 132
• Successful Curricula Explicitly Teach Foundational Cognitive Skills Through Guided Object Play = 135
• Summary and Overall Conclusion = 137
• References = 140
• Index = 160
• About the Author = 172