000			01985nam a2200241 i 4500
003			MIUC
005			20200224124021.0
008			170726s2006 enka 001 | eng
020			_a9780006861225
040			_aMIUC _beng _cMIUC
082	0		_a155.4
100	1		_93274 _aDonaldson, Margaret C.
245	1	0	_aChildren's minds / _cMargaret Donaldson.
260			_aLondon, etc : _bHarper Perennial, _c2006.
300			_a156 p. ; _bill. b&w ; _c22 cm.
336			_2rdacontext _atext
504			_aIncludes bibliographical references and index.
505	0		_aCh. 1. The school experience -- Ch. 2. The ability to 'decentre' -- Ch. 3. Learning language -- Ch. 4. Failing to reason o failing to understand? -- Ch. 5. What is and what must be -- Ch. 6. What is said and what is meant -- Ch. 7. Disembedded thought and social values -- Ch. 8. Why children find school learning difficult -- Ch. 9. What the school can do -- Ch. 10. The desire to learn -- Ch. 11. The shape of minds to come -- Appendix: Piaget's theory of intellectual development.
520			_aMargaret Donaldson's seminal work on child development, first published in 1978, has become a classic inquiry into the nature of human thought. In this concise and brilliantly readable book, Margaret Donaldson shows that context is key when it comes to the development of language and thought, and how the right support can ensure children are skilled in these areas before they even start school. She revisits earlier theories of child development, notably those of Jean Piaget, to expose flaws in the accepted wisdom on child psychology and to suggest a range of new strategies to help children combat difficulties. As wise and perceptive today as it was when it first appeared, Margaret Donaldson's bestselling work is essential reading for anyone interested in child development and child psychology.
650		0	_93275 _aChild development
650		0	_9360 _aChild psychology
942			_2ddc _cBK