Saturday, April 4, 2009

References

Berk. L (2003). Chapter 6: Cognitive Development perspectives (pp.216-267). Child Development (6th Edition). Allyn & Bacon: Boston.


Cunningham. P (2006). Early years teachers and the influence of Piaget:evidence form oral history. Early Years. 26(1), pg 8-14

Dimitriadis. G (2006). Theory for education. Hoboken: Routledge

Edwards(1), S. (2005). Children's learning and developmental potential: examining the theoretical informants of early childhood curricula for the educator's perspective. Early Years. 25 (1), 67-80.

Edwards(2), S. (2007). From developmental-constructivism to socio-cultural theory and practice: an expansive analysis of teachers' professional learning in early childhood education. Journal of Early Childhood Education Research. 5 (1), 83-106.

McInerney, D. & McInerney, V. (2002). Educational Psychology: Constructing Learning. NSW, Australia; Pearson Educational Australia Pty Lim.


Moseley. D, Baumfield.V, Elliot. J, Gregson. M, Higgins. S, Miller. J, Newton D (2005). Frameworks for thinking: a handbook for teaching and learning. Cambridge; Cambridge University Press

Puckett, M. & Black, J. (2001). The Young Child: Development from prebirth through age eight. New Jersey; Prentice Hall Inc.

Snowman, J. & Dobozy, E. & Scevak, J. & Bryer, F. & Barlett, B. & Biehler (2009). Psychology: Applied to teaching. Qld, Australia; John Wiley & Sons Ltd.

Tzuno. P. W (2007). The tension between teacher control adn children's freedom in a child-centred classroom: resolving the practical dilemma through a closer look at te related theories. Early childhood Journal. 35(1). 33 - 39.