Teachers' and Students' Cognitive Styles in Early Childhood Education

Teachers' and Students' Cognitive Styles in Early Childhood Education

Book - 1997
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Some educators feel that children's cognitive styles should be taken into account when learning activities are planned for them. The term "cognitive styles" refers to one's "personal style," and describes an individual's mode of understanding, thinking, remembering, judging, and solving problems; in short, how he or she responds to and makes sense of the world. Assessing this functioning makes more sense than relying on a simple score on a standardized intelligence test. Teachers need to be aware of recent cognitive style research and learn to use the results of this research to plan effective educational programs. This book presents historical perspectives, suggests practical classroom applications, and provides implications for future research.
This book shows teachers how to recognize children's different cognitive styles and how to achieve the best fit between those styles and their own methods of teaching.

Book News
Intended to help researchers, psychologists, child development specialists, early childhood educators, and especially teachers understand the nature of children's cognitive style and to use that understanding to improve the teaching of children in school. Topics include the effects of cognitive style on the teaching-learning situation, and how to formally and informally assess it; students' learning and how FDI (field dependence/independence) influences the early childhood curriculum; the instructional behaviors of FD and FI teachers and the consequences of matching teachers and students; and future directions. Annotation c. by Book News, Inc., Portland, Or.

Publisher: Westport, Conn. : Bergin & Garvey, 1997
ISBN: 9780897894869
Characteristics: xiii, 206 p. : ill. ; 25 cm


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