Roberta M. Golinkoff

Kathy Hirsh-Pasek

Today's children will forge careers that look nothing like those their parents and grandparents knew. Even the definitions of "career" and "job" are changing as people create new businesses and services. Although these changes are well underway, our education system in the U.S. lags behind and still subscribes to the idea that content is king. This exclusive focus on content is reflected in what we test, how we teach, and even the toys we offer our children. Employers want to hire excellent communicators, critical thinkers, and innovators-in short, they want brilliant people. So what can we do, as parents, to help our children be brilliant and successful? Golinkoff and Hirsh-Pasek provide a science-based framework for how we should be teaching children in and outside of school. Using fun and engaging examples, the authors introduce the 6Cs-collaboration, communication, content, critical thinking, creative innovation, and confidence-along with tips to optimize children's development in each area. These skills will make up the straight-A report card for success in the 21st century. Book jacket.

What Science Tells Us about Raising Successful Children

Becoming Brilliant

Diane E. Eyer

bagaimana sesungguhnya anak-anak belajar dan mengapa mereka harus banyak bermain dan sedikit menghafal

Einstein never used flash cards

How do children achieve adult grammatical competence? How do they induce syntactical rules from the bewildering linguistic input that surrounds them? The major debates in language acquisition theory today focus not on whether there are some sensitivities to syntactic information but rather which sensitivities are available to children and how they might be translated into the organizing principles that get syntactic learning off the ground. The Origins of Grammar presents a synthesis of work done by the authors, who have pioneered one of the most important methodological advances in language learning in the past decade: the intermodal preferential looking paradigm, which can be used to assess lexical and syntactic knowledge in children as young as 13 months. In addition to drawing together their groundbreaking empirical work, the authors use these results to describe a theory of language learning that emphasizes the role of multiple cues and forces in development. They show how infants shift their reliance on different aspects of the linguistic input, moving from a bias to attend to prosodic information to a reliance on semantic information, and finally to a reliance on the syntax itself. Viewing language acquisition as the product of a biased learner who takes advantage of the information available from a variety of sources in his or her environment, The Origins of Grammar provides a new way of thinking about the process of language comprehension. The analysis borrows insights from theories about the development of mental models, models of early cognitive development and systems theory, and is presented in a way that will be accessible to cognitive and developmental psychologists.

Evidence from Early Language Comprehension

The Origins of Grammar

Lynne Vernon-Feagans

Catherine Garvey

This volume examines the development of communication from infancy through the early school years from the perspectives of ethology, anthropology, social psychology, psychiatry, linguistics, and interactional analyses. The focus of the volume is based on a view that communication is of central importance to the development of the individual and to the structure of the interactions, relationships, groups and communities that comprise the environment of human growth.

The Origins and Growth of Communication

An informative look at the human language learning process explains how babies master language during their first three years of life and presents simple tests to measure a child's progress or identify potential problems in their development. 12,500 first printing.

The Magic and Mystery of Language in the First Three Years of Life

How Babies Talk

How Our Children Really Learn--and why They Need to Play More and Memorize Less

Einstein Never Used Flash Cards

Roberta M. Golinkoff

About

Books

Join the club