UPSI Digital Repository (UDRep)
|
|
|
Abstract : Universiti Pendidikan Sultan Idris |
This qualitative naturalistic observational study explores integrating English with Total Physical Response (TPR) for preschoolers’ cognitive development. Research is built upon, review of cognitive developmental theorists, stakeholders, teachers’ feedback with researcher’s empirical knowledge and experience. The right and left brain coordination in cognitive development provides a unifying perspective for this research. In order to accentuate the TPR curriculum, conducive, learning environments, teaching tools and competent teachers are necessary complements to dual-hemisphere collaboration for cognitive development. Qualitative observation of 5 years old, 10 participants’ cognitive attributes, through participants’ response and perspectives towards this teaching-learning approach justified findings pertinent to research questions. Through this research it has been found that participants are actively engaged in the learning process 50% longer than traditional teaching approaches. Participants’ also qualitatively based on third-party teacher feed-back, showed increased capability in participants ability to compose short, meaningful sentences, increased adoption and use of vocabulary, as well as increased motivation towards learning. The implication of this research indicates that progressions in language also translated to improved observable cognitive output such as the ability to respond to questions, asking questions to clear doubts, justified thoughts and opinions, as well as increased attention, retention and recall of knowledge |
References |
Adams, M. (2001). Alphabetic anxiety and explicit, systematic phonics instruction: a cognitive science perspective. In S. Neuman & D. Dickinson (Eds.), Handbook of early literacy research. New York: Guilford Press.
Adams, M., Treiman, R., & Pressley, M. (1998). Reading, writing, and literacy. In P. Mussen, J., Flavell, & E. Markman (Eds.), Handbook of child psychology, volume 3: Cognitive development, pp. 275-355. New York: Wiley.
Addison-Wesley, (1993). A collection of black-line masters and lesson plans that state cross-curricular connections, required materials, and goals for each lesson. Longman.
Adolph, K.,E., & Berger, S. E.(2006). Motor Development, in Handbook of Child Psychology, vol. 2; Cognition, Perception and Language (6th ed.) New York, John Wiley & Sons.
Altrichter, H., Feldman, A., Posch, P. & Somekh, B. (2008). Teachers investigate their work; An introduction to action research across the professions. Routledge. p. 147. (2nd ed.).
Aminah Ayob, Matsura Badzis, Rohani Abdullah, Azizah Lebai Nordin & Mahani Razali. (2008). PERMATA curriculum. National Child Development Research Centre (NCDRC) Tanjung Malim.
Apache, R. R. G. (2005). Activity-based intervention in motor skill development. Perceptual and Motor Skills, 100, 1011–1020.
Ariel, S.(2002).Children’s imaginative play. Westport, CT: Praeger.
Armstrong,T. (2006).The best schools: How human development research should inform educational practice. Alexandria, VA: Association for Supervision and Curriculum Development. ©Thomas Armstrong, 2011, All rights reserved.
Asher, J. J. (1969). The Total Physical Response Approach to Second Language Learning. Modern Language Journal, 53: 3-17.
Asher, J. J. (1972). “Children's First Language as a Model for Second Language Learning ”. The Modern Language Journal, 56 (3), pp.133-139.
Asher, J.J., Kusudo, J. & de la Torre, R. (1974). Learning a second language through commands: The second field test. Modern Language Journal, 58, 24-32.
Asher, J. J. (1977). Leaning another language through actions. The complete teacher’s guidebook. CA; Sky Oaks.
Asher, J. J. (2000a). The learning strategy of the total physical response; a review. The Modern Language Journal, 50 (2), p79-84.
Asher, J. J. (2000b). The Super School: Teaching on the Right Side of the Brain. Sky Oaks Productions, Inc., P.O. Box 1102, Los Gatos, CA 95031.
Asher, J. J. (2002). Brainswitching: Learning on the Right Side of the Brain (2nd edition).Sky Oaks Productions, Inc., P.O. Box 1102, Los Gatos, CA 95031.
Asher, J. J. (2003a) Learning Another Language Through Actions (6th edition). Sky Oaks Productions, Inc., P.O. Box 1102, Los Gatos, CA 95031.
Asher, J J. (2003b) A Simplified Guide to Statistics for Teachers, Principals, and Administrators, Sky Oaks Productions, Inc., P.O. Box 1102, Los Gatos, CA 95031.
Astington, J. & Pelletier, J. (1996). The language of mind: Its role in teaching and learning. In D. Olson & N. Torrance (Eds.), the handbook of education and human development, pp. 593-619. Oxford, UK: Blackwell.
Aziz-Zadeh, L., Wilson, S. M., Rizzolatti, G., & Iacoboni, M. (2006). Congruent embodied representations for visually presented actions and linguistic phrases describing actions. Curr. Biol. 16 (18), 1818-1823.
Bancroft, W. (1984). Three Methods for Language Acquisition: Total Physical Response; the Tomatis Program; Suggestopedia. New York: Gordon & Breach.
Bar-Haim, Y. & Bart, O. (2006). Motor function and social participation in kindergarten children. Social Development, 15(2), 296-310.
Barnett, W. S. (1998). Long-term effects on cognitive development and school success. In W. S. Barnett & S. S. Boocock (Eds.), Early care and education for children in poverty: Promises, programs, and long-term results (pp. 11– 44). Albany, NY: SUNY Press.
Barnett, W. S. (1996). Lives in the balance: Age 27 benefit-cost analysis of the High/Scope Perry Preschool Program. Ypsilanti, MI: High/Scope Press.
Barnett, W. S. (2002). Early childhood education. In A. Molnar (Ed.), School reform proposals: The research evidence (pp.1–26). Greenwich, CT: Information Age Publishing, Inc.
Barnett, W. S. (2003). Better teachers, better preschools: Student achievement linked to teacher qualifications. Preschool Policy Matters (No. 2). New Brunswick, NJ: National Institute for Early Education Research, Rutgers University.
Barnett, W. S., & Camilli, G. (2002). Compensatory preschool education, cognitive development, and “race.” In J. M. Fish (Ed.), Race and intelligence: Separating science from myth (pp.369–406). Mahwah, NJ: Erlbaum.
Bateson, G. (1972). A theory of play and fantasy. In G. Bateson (Ed.), Steps to an ecology of mind (pp. 177-193). New York: Chandler.
Beitz, K. (2012). The relationship between learning and cognitive development in young children. Bright Hub Inc. Source: www.brighthub.com/education.
Bench, R. J. (1992). Communication skills in hearing impaired children. San Dieago, CA: Singular Publishing group.
Bietz, K. (2012). Cognitive Development of Preschoolers. Preschool Teaching Strategies. Source: http://www.brighthubeducation.com/teaching- /9647 0 - cognitive-development-of-a-preschooler.
Bell, H. C., Pellis, S. M., & Kolb, B. (2010). Juvenile peer play experience and the development of the orbitofrontal and medial prefrontal cortices. Behavioural Brain Research, 207, 7-13.
Belmont, L., & Birch, H. G. ( 1963). Lateral dominance and right-left awareness in normal children. Childhood Development, 34, 257- 270.
Benham-Deal, T. (2005.) Preschool children’s accumulated and sustained physical activity. Perceptual and Motor Skills, 100, 443–450.
Bergen, D. (2002). The role of pretend play in children’s cognitive development. Early Childhood Research and Practice, 4, 1-12.
Bergh, H. & Couzijn, M. (Eds.) (2004). Theories, methods and methodology in writing research (pp.398-419). Amsterdam, Netherlands: Amsterdam University Press.
Blake, P.R., Ganea, P. A. & Harris, P.L. (2012). Possession is not always the law: With age preschoolers increasingly use verbal information to identify who owns what. Journal of Experimental Child Psychology, 113, 259-272.
Blake, P. R. & Harris, P.L. (2009). Children's understanding of ownership transfers. Cognitive Development, 24, 133-145.
Blakemore, C. (2003). Movement is essential to learning. Journal of Physical Education, Recreation and Dance, 74(9), 22-25, 41
Blaydes, J., & Mitchell, D., (2012). How exercise benefits the brain. Learning Through Movement and Music.Source: http://www.humankinetics.com/excerpts/excerpts/learn-how-exercise-
Boden, M. (1994). Piaget (2nd ed.). Glasgow: Fontana.
Booth, J. L., & Siegler, R. S. (2006). Developmental and individual differences in pure numerical estimation. Developmental Psychology, 41, 189–201.
Boran, S. & Comber, B. (Eds.) (2001). Critiquing whole language and classroom inquiry. Urbana, IL: National Council of Teachers of English.
Bosco, F. M., Friedman, O. & Leslie, A. M. (2006). Recognition of pretend and real actions in play by 1 and 2-year-olds: Early success and why they fail.
Cognitive Development, 21, 1-10. 45.
Bourchier, A. & Davis, A. (2000). The influence of availability and affect on children’s pretense. British Journal of Developmental Psychology, 18, 137-156.
Bredekamp, S. & Copple, C. (Eds.) (2016).Developmentally appropriate practice in early childhood programs: Revised edition. Washington, D.C.: National Association for the Education of Young Children.
Brown, S. & Vaughan, C. (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul. New York: Avery. Brown, W., McIver, K., Pfeiffer, K., Dowda, M., Addy, C., & Pate, R. (2009). Social and environmental factors associated with preschoolers’ non- sedentary physical activity. Child Development, 80(1), 45-58.
Brown, L., Henry, C., Henry, J., & McTaggart, R. (1988). Action research: Notes on the national seminar. In S. Kemmis & R. McTaggart (Eds.), The action research reader (3rd ed., pp. 337–352).Geelong, Australia: Deakin University Press.
Brown, L. (1988). Group Self-Evaluation: Learning for Improvement. School Improvement Plan. Secretariat, Education Department of Victoria Canada.
Brumfit, C. (1995). Teacher professionalism and research. In G Cook & B Seidlhofer (Eds.). Principles & Practice in Applied Linguistics: Studies in honour of H.G. Widdowson. Oxford, Oxford University Press. UK.
Bruner, J. (2002). Narrative distancing: A foundation for literacy. Literacy, narrative, and culture (pp. 86-96). Richmond, Surrey, UK: Curzon.
Bruner, J. S. (1973). The relevance of education. New York: Norton.
Bruner, J. S. (1966). Toward a Theory of Instruction. New York: Norton.
Bruner, J. S. (1978). The role of dialogue in language acquisition. N Y: Norton.
Burns, R. B., (2000). Introduction to research methods,4th edn, Pearson Education, Frenchs Forest, New South Wales.
Bushnell, E., & Boudreau, J. (1993). Motor development and the mind: The potential role of motor abilities as a determinant of aspects of perceptual development. Child Development, 64, 1005– 1021.
Byrne, B. (1998). The foundation of literacy : the child's acquisition of the alphabetic principle. Hove, East Sussex, UK: Psychology Press.
Byrne, M. (2001). Disseminating and presenting qualitative research findings, AORN Journal 74(5), 731-733.
Caine, R.N., Caine, G. (1991). Making connections teaching the human brain. Association for Supervision and Curriculum Development (ASCD). United States.
Caldwell, B., & Richmond, J. (1968). The Children’s Center in Syracuse. New York: Atherton.
Cantoni, G. P. (1999). Using TPR-Storytelling to Develop Fluency and Literacy in Native American Language. Revitalizing Indigenous Languages. AZ: Northern Arizona University, pp. 53-58.
Carl, Z. (2009). Is the right side of our brain really more creative than the left? Discover magazine. London,UK.
Carson, L. M. (2001). The “I Am Learning” curriculum: Developing a movement awareness in young children. Teaching Elementary Physical Education, 12(5), 9-13.
Case, R. (1998). The role of frontal lobe in the regulation of cognitive development. Brain and Cognition, 20, 51-72.
Case, R., Okamoto, Y. (1998). The role of central conceptual structures in the development of children’s thought. Monographs of the Society for Research in Child Development, Serial No. 246, 61.
Case, R. (1998). The development of conceptual structures. In W. Damon & R. Siegler (Eds.), Handbook of Child Psychology, Volume 2: Cognition, pp. 745- 800. New York: Wiley.
Castelli D, Erwin H, Buck S et al.; (2006). Relationship between motor skill competency and cognitive processes in children. Res Q Exercise Sport; 77(1):A51–A52.
Chazon, S. (2002). Profiles of play: Assessing and observing structure and process in play therapy. London, UK: Jessica Kingsley.
Chaiklin, S. (2003). The zone of proximal development in Vygotsky's analysis of learning and instruction. Vygotsky's educational theory in cultural context: Learning in doing (pp. 39–64). New York, NY: Cambridge University Press.
Cheng, Liying (2005). Changing language teaching through language testing: a wash back study. Cambridge University Press. p. 72.
Chen, J., & McNamee, G. (2011). Positive approaches to learning in the context of preschool classroom activities. Early Childhood Education Journal, 39 (1), 71-78.
Chong, S. & Gan, L. (1997). The sound of music; Early Childhood Development and care, 323.
Christopherson, J. Organizing a Language Classroom that Works. (in press) Prolinguistic Corp., 1007 S. 21st Place, Mount Vernon, WA 98274.
Church, R. B., Kelly, S. D., & Wakefield, E. M. (2015). Measuring gesture. In D. Matsumoto, H. C. Hwang & M. G. Frank (Eds.), APA handbook of non- verbal communication.
Clarke, A. & Erickson, G. (2003). Teacher inquiry: Living the research in everyday practice. Routledge Falmer, London, UK.
Clark, L., Zimmer, L. (2001). What we learned from a photographic component in a study of Latino children's health. Field Methods 23(4), 303-328.
Cohen, E. (1994). Designing groupwork: Strategies for the heterogeneous classroom, 2nd edition. New York: Teachers College Press.
Cohen, L., Manion, L. (1994.) (4th Edition), Research Methods in Education, London: Routledge.
Cohen, L., Manion, L., & Morrison, K. (2000) (5th Edition), Research Methods in Education, London: RoutledgeFalmer.
Cohen, L., & Uhry, J. (2007). Young children's discourse strategies during block play: A Bakhtinian approach. Journal of Research in Childhood Education, 21, 302-316.
Cole, C.A., Harris, P.L., & Koenig, M. A. (2012). Entitled to trust? Philosophical frameworks and evidence from children. Analyze & Kritik, 34, 195-216.
Collier, V., & Thomas, W. (2004). The astounding effectiveness of dual language education for all. NABE Journal of Research and Practice, 2(1). Sources; http://njrp.tamu.edu/PDFs/Collier.pdf.
Corriveau, K. H., & Harris, P.L. (2015). Children’s developing realization that some stories are true: Links to the understanding of beliefs and signs. Cognitive Development, 34, 76-87.
Copple, C., I. Sigel, and R. Saunders (1979). Educating the Young Thinker: Classroom Strategies for Cognitive Growth. New York: Van Nostrand.
Cratty, B.J. (1979). Perceptual and Motor Development In Infants and Young Children. New York: Macmillan.
Crawford, J., & Krashen, S. (2007). English Learners in American Classrooms. New York: Scholastic.
Creswell, J. W. (2010). Mapping the developing landscape of mixed methods research. In A. Tashakkori & C. Teddlie (Eds.), SAGE handbook of mixed methods in social and behavioral research (2nd ed., pp. 45–68). Thousand Oaks, CA: Sage.
Creswell, J. W. (2011). Controversies in mixed methods research. In N. Denzin & Y. Lincoln (Eds.), The SAGE handbook on qualitative research (4th ed., pp. 269–284). Thousand Oaks, CA: Sage.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Upper Saddle River, NJ: Merrill.
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.
Creswell, J. W. (2002). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Upper Saddle River, NJ: Prentice Hall.
Creswell, J. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage Publications, Inc.
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions (2nd ed.). Thousand Oaks, CA: Sage.
Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.
Curtis, A. and Wignall, M. (1981). Early Learning: Assessment and Development. London:Macmillan Education.
Dale, T. Griffee (2012). An Introduction To Second Language Research Methods; Design And Data.TESL- EJ Publications, U.S.A.
Daniels, H. (2005). An introduction to Vygotsky (2nd ed.). New York, NY: Routledge.
Daniels, H., Cole, M., & Wertsch, J. V. (2007). The Cambridge companion to Vygotsky. NewYork, : Cambridge University Press.
Das Gupta, P. & Bryant, P.E. (1989). Young children's causal inferences. Child Development. 60, 1138-1146.
Davidheiser, J.(2002). Teaching language with TPR. Teaching German 35(1), 25-35.
Davidson, C. N. (2010). The future of thinking: Learning institutions in a digital age. Cambridge, MA: MIT Press.
Davis, E., Pitchford NJ, Limback E. (2011). The interrelation between cognitive and motor development in typically developing children aged 4–11 years is underpinned by visual processing and fine manual control. British Journal Psychol; 102(3): 569–584.
Davis, N. L. (2000). Learning, The Beat Goes On; Childhood Education, 148- 153 Denzin, Norman K. and Lincoln, Yvonna S. (Eds.) (2005): The Sage Handbook of Qualitative Research. Thousand Oak, California: Sage.
Denzin, N. (2006). Sociological Methods: A Sourcebook. Aldine Transaction. ISBN 978-0-202- 30840-1. (5th edition).
Denzin, N. (1997). Interpretative Ethnography. Thousand Oaks, CA: Sage.
Deutsch, M. (1965). Annual report: Institute for Developmental Studies. New York: Department of Psychiatry, NY Medical College.
Diamond A. (2000). Close interrelation of motor development and cognitive development and of the cerebellum and prefrontal cortex. Child Development; 71(1):44–56.
Diamond, K., & Hong, S. (2008). Context influences preschool children’s decision to include a peer with a physical disability in play. Exceptionality, 61, 141-155.
Doctoroff, S. (2001). Adapting the physical environment to meet the needs of all young children for play. Early Childhood Education Journal, 29(2), 105- 109.
Donaldson, M. (1978). Children's Minds. Glasgow: Fontana.
Dowdall, G. W., & Golden, J. (1989). Photographs as data: An analysis of images from a mental hospital. Qualitative Sociology 12(2), 183-213.
Eckerdal, P., & Merker, B. (2009). Music and the “action song” in infant development: An interpretation. In S. Malloch & C. Trevarthen (Eds.), Communicative musicality: Exploring the basis of human companionship (pp. 241-262). New York: Oxford University Press.
Elenbass, Carmen T. (1983). Putting Language Acquisition Theory to Practice, ERIC.
Elder, L., & Paul, R. (2007). Critical thinking: The nature of critical and creative thought, Part II. Journal of Developmental Education, 30(3), 36–37.
Elkonin, D. & Zaporozhets, A. (1974). The psychology of preschool children. Cambridge, MA: MIT Press.
Ellis, R.(2009). .Developments in SLA Research (Monograph). Sources; http://www.aaal.org/download/ellis.pdf.
Emck, C., Bosscher, R., Beek, P., & Doreleijers, T. (2009). Gross motor performance and self- perceived motor competence in children with emotional, behavioural, and pervasive developmental disorders: A review. Developmental Medicine & Child Neurology, 51, 501-517.
Fekonja, U., Marjanovič Umek, L., & Kranjc, S. (2005). Free play and other daily preschool activities as a context for child's language development. Studia Psychologica, 47, 103-117.
Feldman, C. (2002). The construction of mind and self in an interpretive community. Literacy, narrative, and culture (pp. 52-66). Richmond, Surrey, UK: Curzon.
Ferreiro, E. & Teberosky,A. (1996). Literacy before schooling. Portsmouth, NH: Heinemann.
Ferreiro, E. (1994). Literacy development: Construction and reconstruction. In D. Tirosh (Ed.), Implicit and explicit knowledge: An educational approach. Human Development, 6, 169- 180. Norwood, NJ: Ablex.
Flavell, J. & Markman, E. (1999). Handbook of child psychology, (Eds.), volume 3: Cognitive development, pp. 275-355. New York: Wiley.
Flavell, J. (1999). Cognitive development: Children’s knowledge about the mind. Annual review of psychology. Source; www.findarticles.com/cf.
Flavell, J., Flavell, P.H. & Millar, S.A. (1993). Cognitive Development [3rd ed.] New Jersey; Prentice Hall.
Flinchum, B. M. (1975). Motor development in early childhood: A guide for movement education with ages 2 to 6. St. Louis, MO: C. V. Mosby.
Frede, E., Austin, A., & Lindhauer, S. (1993). The relationship of specific developmentally appropriate teaching practices in preschool to children is skills in first grade. Perspectives in Developmentally Appropriate Practice: Advances in Early Education and Day Care, 5, 95-111.
Freire, P. (1972a). Cultural Action for Freedom. Middlesex, England: Harmmondsworth, Penguin.
Frey, N., & Fisher, D. (2010). Reading and the brain: What early childhood educators need to know. Early Childhood Education Journal, (2), 103-110. doi:10.1007/s10643-010-0387.
Frost, J. and Kissinger, J.B. (1979). The Young Child and the Educative Process. London: Holt, Reinhart and Winston.
Fu, V. R. (2000). Teaching and Learning: Collaborative Exploration of Reggio Emilia Approach. Merrill/ Prentice Hall, NJ.
Fusaro, M., Harris, P.L. & Pan, B. A. (2012). Head nodding and head shaking gestures in children’s early communication. First Language, 32, 439-458.
Fusaro, M., Corriveau, K.H. & Harris, P.L. (2011). The good, the strong, and the accurate: Preschoolers' evaluations of informant attributes. Journal of Experimental Child Psychology, 110, 561-74.
Gallimore, R., & Goldenberg, C. (2001). Analyzing cultural models and setting to connect minority achievement and school improvement research. Educational Psychologists, 36, (1) 45-56.
Garcia, Ramiro. (2002). Instructor’s Notebook: How to Apply TPR for Best Result (4th edition). Sky Oaks Productions, Inc., P.O. Box 1102, Los Gatos, CA 95031.
Gardner, H. (1993). Frame of Mind. New York: Basic Books.
Gardner, H. (1985). Frame of Mind; The Theory of Multiple Intelligences. New York, Basic Books.
Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st century. New York: Basic Books.
Gauvain, M. (2001). The Social Context of Cognitive Development. New York: Guilford Press.
Gelman, R. & Baillargeon, R. (1998). A Review of Some Piagetian Concepts. In P. Mussen, J. Flavell, & E. Markman (Eds.), Handbook of child psychology, Volume 3: Cognitive development. New York: Wiley.
Golberg, S. (2010) Activities for Cognitive Development: Preschool. Pearson Allyn Bacon, Prentice Hall.
Golinkoff, R., Hirsh-Pasek, K., & Eyer, D. (2004). Einstein never used flashcards: How our children really learn--and why they need to play more and memorize less. New York: Rodale Books.
Goodwin, M., & Sommervold, C. (2012). Creativity, critical thinking, and communication. Maryland: Rowman & Littlefield Education.
Goswami, U. (2001). Early phonological development and the acquisition of literacy. Handbook of early literacy research. New York: Guilford Press.
Goswami, U. (2002). The Blackwell handbook of childhood cognitive development. Oxford, UK: Blackwell.
Goswami, U. (2002). Inductive and deductive reasoning. In U. Goswami (Ed.), Blackwell handbook of childhood cognitive development, 282-302. Oxford, UK: Blackwell.
Gray, S. W., & Klaus, R. A. (1965). An experimental preschool programme for culturally deprived children. Child Development, 36, 887-898.
Greenough, William T., James E. Black (1992). ‘Induction of Brain Structure by Experience: Substrates for Cognitive Development’ in M.R. Gunnar and C.A. Nelson (eds.) Developmental Behavioral Neuroscience, Mahwa, NJ: Lawrence Erlbaum Associates.
Greenough, W. T., Black, J. E., & Wallace, C. S. (1987). Experience and brain development. Child Development, 58, 539-559.
Gruber, H.E. & Vonèche, J. (1977). The Essential Piaget. London; Routledge.
Gauvain, M. (2001). The social context of cognitive development. New York, NY: Guilford Press.
Gonzalez, J., Barros-Loscertales, A., Pulvermuller, F., Meseguer, V., Sanjuan, A., Belloc, V., & Avila, C. (2006). Reading cinnamon activates olfactory brain regions, Neuroimage, vol. 16, 906-912.
Hadders-Algra, M. (2005). The neuro-motor examination of the preschool child and it’s prognostic significance. Mental Retardation and Developmental Disabilities Research Reviews, 11(1), 180-188.
Hagen, I. & Nayar, U.S. (2014). Yoga for children and young people’s mental health and well-being: research review and reflections on the mental health potentials of yoga. Frontiers in Psychiatry, 2, 5 – 35.
Harris, P. (2000). The work of the imagination. Oxford, UK: Blackwell.
Harris, P.L. & Jalloul, M. (2013). Running on empty: Observing causal relationships of play and development. American Journal of Play, 6, 29- 38.
Hoicka, E., Butcher, J., Malla, F., & Harris, P. L. (2013). Preschoolers' trust is sensitive to variable intentions. Proceedings of the 35th Annual Conference of the Cognitive Science Society,591-596.
Hughes, C. & Dunn, J. (1997). "Pretend you didn’t know": Preschoolers’ talk about mental states in pretend play. Cognitive Development, 12, 381-403.
Isbell, C. & Isbell, R. (2007). Sensory integration: A guide for preschool teachers. Beltsville, MD: Gryphon House, Inc.
Isaksen, S. G., Dorval, K. B., & Treffinger, D. J. (2011). Creative approaches to problem solving (3rd ed.). Thousand Oaks, CA: SAGE.
Iverson, J. M. (2010). Developing language in a developing body: The relationship between motor development and language development. Journal of Child Language, 37, 229-261.
Jaffe, E. ( 2007). Mirror Neurons, Neural Networks, Neuroscience, Observer, vol. 20, no. 5. Association for Psychological Science - Science Daily.
James, K. (2010). Sensori-motor experience leads to changes in visual processing in the developing brain. Developmental Science, 13, 279-288.
Jensen, E. (2000). Moving with the brain in mind. Educational Leadership, 58 (3), 34-37. Source; http://ezproxy.nwmissouri.edu.
Johnson, R. B. & Onwuegbuzie, A. J., (2004). ‘Mixed methods research: a research paradigm whose time has come’, Educational Researcher, October, vol. 33, no. 7, pp. 14–27.
John-Steiner, V., & Holbrook, M. (2003). Sociocultural contexts for teaching and learning. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of psychology: Educational psychology, Vol. 7 (pp. 125–151). Hoboken, NJ: John Wiley and Sons.
John-Steiner, V. and Mahn, H. (1996).. Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist vol.31, no. (3/4). p. 191–206.
Kearsley, G. (1994). Explorations in learning an instruction: The theory into practice database.
Kemmis, S., & McTaggart, R. (1988a).The action research planner (3rd ed.). Geelong, Australia: Deakin University Press.
Kemmis, S., & McTaggart, R. (1988b). The action research reader (3rd ed.). Geelong, Australia: Deakin University Press.
Kemmis, S., & McTaggart, R. (1988). Participatory Action Research. Geelong, Australia: Deakin University Press.
Kemmis, S., & Wilkinson, M. (1998). Participatory action research and the study of practice. New York: Routledge.
Kemmis, S., & McTaggart, R. (2000). Participatory action research. Handbook of qualitative research (2nd ed., pp. 567–605). Thousand Oaks, CA: Sage.
Kiefer, M., & Trumpp, N. M. (2012). Embodiment theory in education; the foundations of cognition in perception and action. Trends Neuroscience, 1, 15-20.
Klahr, D., & Simon, H. A. (2002). Exploring science: The cognition and development of discovery processes. Cambridge, MA: MIT Press.
Koff, S. (2000). Toward a Definition of Dance Education. Childhood Education. 77 (1), 27-31.
Kovas, Y., & Plomin, R. (2007). Learning abilities and disabilities: Generalist genes, specialist environments. Current Directions in Psychological Science, 16, 285–288.
Krashen, S. (2001). The Testing Movement and Delayed Gratification. Educators for Urban Minorities, 2(1), 48-50.
Krashen, S. (2003). Explorations in Language Acquisition and Use. Portsmouth, NH: Heinemann.
Krashen, S. (2004). The Power of reading. Portsmouth, NH: Heinemann.
Krashen, S. (1996). Under Attack: The Case Against Bilingual Education. Burlingame, CA: Language Education Associates.
Ladd, G. W. (2005). Children’s peer relations and social competence. New Haven, CT: Yale University Press.
Leedy, P. D. (2001). Practical Research: Planning and Design (7th ed.). Upper Saddle River, NJ: Prentice Hall.
LeDoux, J.E. (2002). The Synaptic Self. New York: Viking.
Lewin, K., & Lippitt, R. (1938). An experimental approach to the study of autocracy and democracy: A preliminary note. Sociometry, I (2), 292–300.
Light, P., Sheldon, S. & Woodhead, M. (1991). Learning to Think. London; Routledge.
Lillard, A. (2002). Pretend play and cognitive development. In Goswami, U. (Ed.), Blackwell Handbook of childhood cognitive development, 188-205. Oxford, UK: Blackwell.
Lindauer, M. S. (1983). Imagery and the arts. In A. A. Sheikh (Ed.), Imagery: Current theory, research and application (pp. 468-506). New York: John Wiley & Sons.
Lippitt, R. (1947). Lewin, K. (1890–1947). Adventures in the exploration of independence. Sociometry, X (1), 87–97.
Lobo, Y. B., & Winsler, A. (2006). The effects of a creative dance and movement program on the social competence of head start preschoolers. Social Development Journal, 15(3), 501-519.
Lorenzo-Lasa, R., Ideishi, R., & Ideishi, S. (2007). Facilitating preschool learning and movement through dance. Early Childhood Education Journal, 35(1), 25-31.
Lutton, A., & Ahmed, S. (2009). NAEYC Revises Standards for Early Childhood Professional Preparation Programs. Young Children, 64, 6, 88- 89.
Majzub, R. (2003). Preschool education: Challenges in quality. Bangi, Malaysia: University Kebangsaan Malaysia.
Marsh, G., Friedman, M., Welch, V., & Desberg, P. (1981). A cognitive developmental theory of reading acquisition. Reading research: Advances in theory and practice, Volume 3. New York: Academic Press.
Marulis, L. M., & Neuman, S. B. (2010). The Effects of Vocabulary Intervention on Young Children’s Word Learning: A Meta-Analysis. Review of Educational Research, 80(3), 300-335.
Mason, J. (2002): Qualitative Researching. London: Sage.
Mayes, L. C., & Zigler, E. (2006). An observational study of the affective concomitants of mastery in infants. Journal of Child Psychology and Psychiatry, 33, 659-667.
McCall, R. M., & Craft, D. H. (2004). Purposeful play: Early childhood movement activities on a budget. Champaign, IL: Human Kinetics.
McLeod,S.A.(2007). Bruner. Retrieved from; www.simplypsychology.org./bruner.html.
McLeod, S. A. (2008). Information Processing. Source; www.simplypsychology.org./information-processing.html
McLeod,S.A.(2009).AttitudeMeasurement.Source;http://www.simplypsychology. org/attitude-measurement.html.
McTavish, D. G„ & Loether, H. J. (2002). Social Research: An Evolving Process (2nd ed.). Boston: Allyn and Bacon.
Mertler, C.A. & Charles, C.M., (2008) Introduction to education research, 6th Edition, Allyn & Bacon, Boston, Mass.
Meyer, R. (2002). Phonics exposed: Understanding and resisting systematic direct intense phonics instruction. Mahwah, NJ: Erlbaum.
Miller, K. (1996). The Preschool Teacher’s Crisis Manual. Bestville, MD: Gryphon House.
Mills, Geoffrey. E., (2007) Action research: a guide for the teacher researcher. Pearson Education, USA.
Mills, G. E. (2000). Action Research: A Guide for the Teacher Researcher. Upper Saddle River, NJ; Prentice Hall.
Ministry of Education (2003). National Preschool Curriculum. Malaysia.
Ministry of Education (2004). Development of Education: National Report of Malaysia.
Ministry of Education, (2005). Curriculum guide for preschools. Kuala Lumpur, Malaysia: Curriculum Development Center.
Mussen, P., Flavell, J., & Markman, A. (Eds.). (1998).Handbook of Child Psychology, Volume 3: Cognitive Development. New York: Wiley.
National Association for the Education of Young Children, Washington, DC. (2005). NAEYC Early Childhood Program Standards and Accreditation Criteria: The Mark of Quality in Early Childhood Education. Redleaf Press. 10 Yorkton Court, St. Paul, MN.
National Research Council. (2000). How People Learn: Brain, Mind, Experience and School.
National Association for Sport and Physical Education. (2009). Active start: A statement of physical activity guidelines for children from birth to age 5 (2nd ed.). Reston, VA: Author.
National Association of Early Childhood Specialists in State Departments of Education. (2001). Recess and the importance of play: A position statement on young children and recess. Washington, DC: Author.
Nielsen, J. A., Zielinski, B. A., Ferguson, M. A., Lainhart, J. E., & Anderson, J. S. (2013). An evaluation of the left-brain vs. right brain hypothesis with resting state functional connectivity magnetic resonance imaging. Source; http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone. 0071275.
O’Brien, C. (1982). Movement and the Preschool Child. Brisbane: Department of Education.
O'Brien, C. and Ziviani, J. (1984) Fine Motor Development and the Preschool Child. Brisbane: Department of Education.
O'Donoghue, T., Punch K. (2003). Qualitative Educational Research in Action: Doing and Reflecting. Routledge.
Olmsted, P.P. (1989). A look at early childhood education in the United States from a global perspective. Paper commissioned by the National Center for Educational Statistics.
Olson, D. (2002). What writing does to the mind. In E. Amsel & J. Byrnes (Eds.), Language, literacy, and cognitive development: The development and consequences of symbolic communication, pp. 153-165. Mahwah, NJ: Erlbaum.
Omari, D. (2001). A comparison of foreign language teaching methods. Total Physical Response versus song/ chants with kindergartners. (Master’s thesis). Retrieved from; http://www.eric.ed.gov/ERICWebPortal/detail?accn o- ED461987.
Pate, R .R., Pfeiffer, K. A., Trost, S. G., Ziegler, P., & Dowda, M. (2004). Physical activity among children attending preschools. Pediatrics, 114, 1258–1263. Patton, Michael (2002). Qualitative Research and Evaluation Methods. Thousand Oaks (California): Sage.
Payne, V. G., & Isaacs, L. D. (2008a). Fundamental locomotion skills of childhood. Human motor development: A lifespan approach (7th ed.) New York: McGraw Hill.
Payne, V. G., & Isaacs, L. D. (2008b). Chapter 13: Fundamental object control skills of childhood. Human motor development: A lifespan approach (7th ed.) (pp. 328-361). New York: McGraw Hill.
Pellegrini, A. D., & Bjorklund, D. F. (2004). The Ontogeny and Phylogeny of Children’s Object and Fantasy Play. Human Nature, 15; 23-43.
Pellegrini, A. D., & Bohn, C. M. (2005). The role of recess in children's cognitive performance and school adjustment. Educational Researcher, 34 , 13-19.
Perkins, D. N. (2001). What creative thinking is. In A. Costa (Ed.), Developing minds: A resource book for teaching thinking (pp. 85–88). Alexandria: Association for Supervision and Curriculum Development.
Piaget, Jean. (1952). The origin of intelligence in children. New York: International University Press.
Piaget, J. (1962). Plays, dreams, and imitation in childhood. New York: Norton.
Piaget, J. (1963). The origins of intelligence in children. New York: Norton.
Piaget, J. (1969). The theory of stages in cognitive structure. New York: McGraw Hill.
Piaget, J. (1983). Piaget's theory. In P. Mussen (Ed.). Handbook of Child Psychology. 4th edition. Vol. 1. New York: Wile.
Piggot-Irvine, E. (2006) ‘Establishing criteria for effective professional development and use in evaluating an action research programme’, Journal of In-service Education, vol. 32, no.4, pp. 477–496.
Pinker, Steven. (1997). How the mind works. New York: Norton.
Poddiakov, N. (2012). A play-like position, or a play-like attitude toward life, is the most important quality of the preschool child's personality. Journal of Russian and East European Psychology. 50(2), 23-30.
Poddiakov, N. (2011). Searching, experimenting and the heuristic structure of a preschool child's experience. International Journal of Early Years Education, 19(1), 55-63.
Pons, F., Harris, P. L. & de Rosnay, M. (2012). Piaget and consciousness: Retrospect and prospect. After Piaget. New Brunswick, NJ: Transaction Publishers. Pulvermuller, F. (2005). Brain mechanisms linking language and action. Nature Reviews Neuroscience; 6 (7), 576-582.
Rakison, D. H., & Woodward, A. L. (2008). New perspectives on the effects of action on perceptual and cognitive development. Developmental Psychology, 44, 1209–1213.
Reilly, E., Buskist, C., & Gross, M. (2012). Movement in the classroom: Boosting brain power, fighting obesity. Kappa Delta Pi Record, 48(2), 62-66. doi10.1080/00228958.2012.680365.
Reilly, J.J. & Jackson, D.M. (2004).Total energy expenditure and physical activity in young Scottish children: A mixed longitudinal study. The Lancet, 363, 211-212
Rigg, P., Enright, D. S. (1986). Children and ESL (Eds.). Integrating perspectives. Bern: Lang.
Riggs, M. (1980). Movement Education for Preschool Children. Reston, Virginia: Council on Physical Education for Children of National Association for Sports and Physical Education; and Association of the American Alliance for Health, Physical Education, Recreation and Dance.
Robb, S., Clair, A., Nelson, K., Hanson-Abromeit, D., Lane, D., Hannan, A., et al. (2008). Randomized controlled trial of the active music engagement (AME) intervention on children with cancer. Psycho-Oncology Journal, 17(1), 699-708.
Robson, C. (2002). Real World Research; The Analysis of Qualitative Data. Oxford: Basil Blackwell.
Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
Rogoff, B., Paradise, R., Mejia-Arauz, R., Correa-Chavez, M., & Angelillo, C. (2003). Firsthand learning through intent participation. Annual review of psychology, 54.
Roopnarine, J. (2003). Play and early development and education: The instantiation of parental belief systems. Contemporary perspectives on play in early childhood education.. Greenwich, CT: Information Age Publications.
Rothbauer, Paulette (2008). Triangulation; The Sage Encyclopedia of Qualitative Research Methods. Sage Publications.
Rubin, K., Fein, G., & Vandenberg, B. (1983). Play. Handbook of child psychology: Socialization, personality, and social development. (4th edition, Vol. 4, pp. 693-774). New York: Wiley.
Sacha, T., & Russ, S. (2006). Effects of pretend imagery on learning dance in preschool children. Early Childhood Education Journal, 33(5), 341-345.
Samuelsson, I., Carlsson, M., Olsson, B., Pramling, N., & Wallersted, C. (2009). The art of teaching children the arts: music, dance and poetry with children aged 2-8 years old. International Journal of Early Years Education, 17(2), 119-135.
Santrock J. W. (2004). Child development (10th ed.). New York: McGraw-Hill.
Santrock, J. W. (2004). Life-Span Development (9th ed.). Boston, MA: McGraw- Hill College.
Santrock, J. W. (2006). Educational Psychology; Classroom update (2nd ed.). McGraw-Hill International, New York.
Santrock, J. W. (2008). A topical approach to life-span development (4 ed.). McGraw-Hill, New York.
Saracho, O. & Spodek, B. (1998). (Eds.), Contemporary perspectives on early childhood education. Greenwich, CT: Information Age Publishers.
Saracho, O. & Spodek, B.(Eds.). (2003). Contemporary perspectives on in early childhood education. Greenwich, CT: Information Age Publishers.
Sarnecka, B. W., & Gelman, S. A. (2004). Six does not just mean a lot: Preschoolers see number words as specific. Cognition, 92, 329–352.
Sarnecka, B. W., & Carey, S. (2008). How counting represents number: What children must learn and when they learn it. Cognition, 108, 662–674. doi:10.1016/j.cognition.2008.05.007.
Sarnecka, B. W., Kamenskaya, V. G., Yamana, Y., Ogura, T., & Yudovina, Y. B. (2007). From grammatical number to exact numbers: Early meanings of ‘one,’ ‘two,’ and ‘three’in English, Russian and Japanese. Cognitive Psychology,55,136–168.http://dx.doi.org/10.1016/j.cogpsych.2006.09.001.
Sarnecka, B. W., & Lee, M. D. (2009). Levels of number knowledge in early childhood. Journal of Experimental Child Psychology, 103, 325–337. http://dx.doi.org/10.1016/j.jecp.2009.02.007.
Sawyer, K. (1997). Pretend play as improvisation. Mahwah, NJ: Erlbaum.
Schessler, Eric. (2002). English Grammar Through Actions: How to TPR 50 Grammatical Sky Oaks Productions, Inc., P.O. Box 1102, Los Gatos, CA 95031.
Schmidt, M. E., Pempek, T. A., Kirkorian, H. L., Lund, A. F., & Anderson, D. R. (2008); Zimmerman, Christakis, & Meltzoff, (2007). The effects of background television on the toy play behavior of very young children. Child Development, 79, 1137 – 1151.52.
Schneider, H., & Lounsbery, M. (2008). Setting the stage for lifetime physical activity in early childhood. Journal of Physical Education, Recreation, and Dance, 79(6),19-23.
Scribner, S. (1985). Vygotsky's use of history. In J. V. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives. Cambridge, UK: Cambridge University Press.
Seely, C. & Elizabeth, R. (2002). TPR is More than Commands-At All Levels. Sky Oaks Productions, Inc., P.O. Box 1102, Los Gatos, CA 95031.
Seale, C.; Gobo, G.; Gubrium, J. F; Silverman, D. (eds.) (2004): Qualitative Research Practice. London: Sage.
Seifert, K. (2001). Sociable thinking: Cognitive development in early childhood education. Contemporary perspectives on early childhood education. Greenwich, CT: Information Age Publishers.
Siegler, R. & Wagner Alibali, M. (2005). Children's Thinking [4th ed.]. New Jersey; Prentice Hall.
Siegler, R. S., DeLoache, J. S., & Eisenberg, N. (2003). How children develop. Macmillan.
Siegler, R. S., Opfer, J. E. (2003). The development of numerical estimation: Evidence for multiple representations of numerical quantity. Psychological Science, 14, 237–243.
Siegler, R. S. (1996). Emerging minds: The process of change in children’s thinking. New York: Oxford University Press.
Siegler, R. S., & Booth, J. L. (2004). Development of numerical estimation in young children. Child Development, 75, 428–444.
Sigel, I.E. (1993). Educating the young thinker: A distancing model of preschool education. Pp. 237-252 in Approaches to Early Childhood Education, J.L. Roopnarine and J.E. Johnson, Eds. Columbus, OH: Merrill/Macmillan.
Sigelman, C. K., & Rider, E. A. (2012). Life-Span Human Development. Belmont, CA: Wadsworth, Cengage Learning.
Silvers, Stephen. (1986).The Command Book: How to TPR 2,000 Vocabulary Items in Any Language. Sky Oaks Productions, Inc., P.O. Box 1102, Los Gatos, CA 95031.
Sinclair, H. (1978). Conceptualization and awareness in Piaget’s theory and its relevance to the child’s conception of language. The child’s conception of language, pp. 191-200. Berlin: Springer-Verlag.
Singh, J. P. (2011). Effectiveness of Total Physical Response. Academic Voices, 1, pp. 20-22.
Skjelfjord, D. (1976). Teaching children to segment spoken words as an aid in learning to read. Journal of Learning Disabilities, 9, 297-305.
Smith, F. (2003). Myths of writing. In S. Murphy & C. Dudley-Marling (Eds.), Literacy through language arts: Teaching and learning in context. Urbana, IL: National Council of Teachers of English.
Smith, F. (1985). Comprehension and Learning: A Conceptual Framework for Teachers. New York: Holt McDougal.
Smith, P., Cowie, H. & Blades, M. (2003). Understanding Children's Development. Oxford: Blackwell.
Solso, R. L. (1995). Cognitive psychology (4th ed.) Allyn and Bacon, Boston.
Solso, R. L. (2004). Cognitive psychology (6th ed.) Allyn and Bacon, Boston.
Spelke, E.S. (1994). Initial knowledge: six suggestions. Cognition, 50(1), 431– 445.
Spelke, E., Breinlinger, K., Macomber, J., & Jacobson, K. (1992). Origins of knowledge. Psychological Review, 99(4), 605–632.
Spelke, E. S., Phillips, A., & Woodward, A. L. (1995). Infants’ knowledge of object motion and human action. In D. Sperber, D. Premack, & A. J. Premack (Eds.), Causal cognition: A multidisciplinary debate (pp. 44–78). Oxford: Clarendon Press.
Spelke, E. (1990). Origins of visual knowledge. In D. D. Osherson, S. M. Kosslyln, & J. M. Hollerback (Eds.), Visual cognition and action (Vol. 2, pp. 90– 127). Cambridge, MA: MIT Press.
Sperry, R.W (1968) Hemispheric Disconnection and Unity in Conscious Awareness. American Psychologist 23: 723-33.
Sperry, R.W.( 1998) A powerful paradigm made stronger Neuropsychologia; 36, 1063–1068.
Sperry, R.W. (1962). Some general aspects of hemispheric integration. In V.B.Mountcastle (Ed.) Interhemispheric relations and cerebral dominance. Baltimore: Johns Hopkins Press.
Sporns, O., & Edelman, G. (1993). Solving Bernstein’s problem: A proposal for the development of coordinated movement by selection. Child Development, 64, 960–981. Spradley, J. P. (1980). Participant Observation. New York: Holt, Rinehart & Winston.
Stewart, T. (2006). Teacher - Researcher collaboration or teachers’ research? TESOL Quarterly
Stipek, D. (2006). No child left behind comes to preschool. The Elementary School Journal, 106, 455-467.
Strong, R., Silver, H.F., & Robinson, A. (1995). What do students want? Educational Leadership, 53(1), 8-12.
Suppiah Nachiappan, Ramalah Jantan & Abdul Aziz Abdul Shukor (2007). Psikologi Pendidikan. Shah Alam: Oxford Fajar Sdn. Bdh.
Suppiah Nachiappan. (2014). Panduan Pendidikan Awal Kanak-Kanak ; Teori, Model, Kaedah ke Arah Perkembangan Kognisi (1st edition) Tanjung Malim: Universiti Pendidikan Sultan Idris.
Sylva, K., Taggart, B., Siraj-Blatchford, I., Totsika, V., Ereky-Stevens, K., Gilden, R., et al. (2007). Curricular quality and day-to-day learning activities in preschool. International Journal of Early Years Education, 15(1), 49-65.
Tappan, M. B. (1998). Moral education in the zone of proximal development. Journal of Moral Education, 27, 141-160.
Tate, L. (2008). Motor coordination and social–emotional behaviour in preschool- aged children. International Journal of Disability, Development and Education, 55, 143–151.
Tate, M. (2010). Movement. In Collins, C., Bedell, M., Stapleton, V., & Bowman, C. (Eds.), Worksheets don’t grow dendrites: 20 instructional strategies that work (70-76 ) Thousand Oaks, CA: Corwin.
Taylor, M. (1999). Imaginary companions and the children who create them. Oxford, UK: Oxford University Press.
Thrumbull, M., Pacheco, M. (2005). A Teachers’s Guide to Diversity: Building a knowledge base (Vol. 1). Providence, RI: Brown University.
Tomasello, M., Striano, T., & Rochat, P. (1999). Do young children use objects as symbols? British Journal of Developmental Psychology, 17, 563-584.
Trost, S. G., Fees, B., & Dzewaltowski, D. (2008). Feasibility and efficacy of a “Move and Learn” physical activity curriculum in preschool children. Journal of Physical Activity and Health, 5, 88-103.
Tucker, P. (2008). The physical activity levels of preschool-aged children: A systematic review. Early Childhood Research Quarterly, 23, 547-558.
Tudge, J., & Scrimsher, S. (2003). Lev S. Vygotsky on education: A cultural- historical, interpersonal, and individual approach to development), Educational psychology: A century of contributions, (pp.207–228). Mahwah, NJ: Erlbaum.
Turbill, J. (2003). Developing a spelling conscience. In S. Murphy & C. Dudley- Marling (Eds.), Literacy through language arts: Teaching and learning in context. Urbana, IL: National Council of Teachers of English.
United Nations Educational Scientific and Cultural Organization [UNESCO] (2000). Education for All. Assessment country: Malaysia.
Uttal, D. (2003). On the relation between play and symbolic thought: the case of mathematics manipulative. In Contemporary perspectives on play in early childhood education, pp.97-114. Greenwich, CT: Information Age Publications.
Vlachou, M., & Farrell, P. (2000). Object mastery motivation in preschool children with and without disabilities. Educational Psychology, 20, 167-176.53.
Vos, J. (2008).Unlimited; The new learning revolution and the seven keys to unlock it. A Learning Web book.
Vygotsky, L. (1978). Mind in society: The development of higher mental functions. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1976). Play and its role in the mental development of the child. In J. Bruner, A. Jolly, & K. Sylva (Eds.), Play: Its role in development and evolution (pp.76-99). New York: Basic Books.
Vygotsky, L. S. (1986). Thought and Language (Rev. ed., A. Kozulin, Trans. & Ed.), (Original work first published in English in 1962). Cambridge MA: MIT Press.
Vygotsky, L.S. (1984). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wadsworth, B. (1978). Piaget for the Classroom Teacher. NY: Longman.
Wadsworth, B.J. (1996). Piaget's theory of cognitive and affective development. White Plains, N.Y Longman Publishers.
Wadsworth, B. J. (2004). Piaget's theory of cognitive & affective development: Foundations of constructivism. Longman Publishing.
Wallas, G. (1926). The Art of Thought. London: Penguin.
Wesley, D.K. (1992). Educational implications of brain research applied to teaching language arts for creative and critical thinking in writing. ED345240.
Wellman, H. (2002). Understanding the psychological world: Developing a theory of mind. In Blackwell Handbook of childhood cognitive development, Oxford, UK: Blackwell Publishers.
Westwood, Peter (2008). What teachers need to know about teaching methods. Camberwell: ACER Press.
Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin and Review, 9, pp. 625–636.
Wilson, V. (1997). Focus Groups: A Useful Qualitative Method for Educational Research? British Educational Research Journal, 23, 2, pp 209-224.
Williams, H. G., Pfeiffer, K. A., Dowda, M., Jeter, C., Jones, S., & Pate, R. R. (2008). A field-based testing protocol for assessing gross motor skills in preschool children: The Children’s Activity and Movement in Preschool Motor Skills Protocol. Measurement in Physical Education and Exercise Science, 13, 151–165.
Wolcott, H. T. (2008). Ethnography: A way of seeing (2nd ed.), Walnut Creek, CA: Alta Mira.
Wolcott, H. T. (2009). Writing up qualitative research (3rd ed.). Thousand Oaks, CA: Sage.
Wolf, J. (1992).Using Song Picture Books to Support Emergent Literacy. Young Children, 56-61.
Wood, D. J., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychiatry and Psychology, 17(2), 89-100.
Young, B., Robert, D. (2005). Play, physical activity, & physical activity for young children. Dubuque, IA: Kendall/Hunt Publishing Company.
Zimmerman, F., Christakis, D., Meltzoff, A. (2007). Television and DVD/video viewing in children. Archives of Pediatric and Adolescent Medicine, 161, 473-479.
Zuber-Skerritt, O. (2002). ‘A model for designing action learning and action research programmes’, The Learning Organisation, vol. 9, no. 4, pp. 143–149. |
This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |