בחינות ביבליוגרפיות 77-960-09   התפתחות הילד

רשימת המקורות לבחינה הביבליוגרפית – תשע"ח

התפתחות הילד 77-960-09

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התפתחות שפה בגיל הרך

  1. Boerma, T., Leseman, P., Timmermeister, M., Wijnen, F., & Blom, E. (2016). Narrative abilities of monolingual and bilingual children with and without language impairment: implications for clinical practice. International journal of language & communication disorders51(6), 626-638. (001215043)
  2. Petersen, D. B., & Spencer, T. D. (2016). Using narrative intervention to accelerate canonical story grammar and complex language growth in culturally diverse preschoolersTopics in Language Disorders36(1), 6-19. (002445278)
  3. Petersen, D. B., Thompsen, B., Guiberson, M. M., & Spencer, T. D. (2016). Cross-linguistic interactions from second language to first language as the result of individualized narrative language intervention with children with and without language impairment. Applied Psycholinguistics37(03), 703-724.( 000130213)        

 

אוריינות במשפחה

קורת, ע. (2002). התפתחות כתיבה בראשית בית הספר בתוך הקשר תרבותי-חברתי: עדויות מקבוצות מיצב שונות. בתוך: קליין פ. , גבעון ד. (עורכות) ,  שפה, למידה ואוריינות בגיל הרך, תל אביב, רמות, אוניברסיטת תל-אביב. עמ' 157-183 (1096978)

DeTemple, J.M., & Snow, C. (1996). Styles of parent-child book reading as related to mothers’ views of literacy and children's literacy outcomes. In J. Shimron (Ed.), Literacy and education: Essays in memory of Dina Fieltelson . Cresskill, NJ: Hampton Press. (pp.49-68) (503650)

Skibbe, L. E., Justice, L.M., Zucker, T.A.& McGinty, A.S. (2008). Relations among maternal literacy beliefs, home literacy practices, and the emergent literacy skills of preschoolers with specific language impairment. Early Education and Development, 19(1), 68-88.(002369708)

Nowak, S.N., Evans, M.A. (2013). Parents’ goals for and perceptions of alphabet books . Reading and Writing, 26(8), 1265–1287. (000517070)

 

 

 

התערבות חינוכית בגיל הרך

  1. Fleer, M. (2015) Pedagogical positioning in play – teachers being inside and outside of children's imaginary play. Early Child Development and Care, 185(11–12), 1801–1814.(001225844)
  2. Singer, E., Nederend, M., Penninx, L., Tajik, M., & Boom, J. (2014). The teacher's role in supporting young children's level of play engagement. Early Child Development and Care184(8), 1233-1249. (001225844)
  3. Pinchover, S., Shulman, C., & Bundy, A. (2016). A comparison of playfulness of young children with and without autism spectrum disorder in interactions with their mothers and teachers. Early Child Development and Care186(12), 1893-1906. (001225844)
  4. Gmitrova, G. (2013). Teaching to play performing a main role – effective method of pretend play facilitation in preschool-age children. Early Child Development and Care, 183(11), 1705–1719. (001225844)

 

זיכרון וקשב

  1. Fox, M. D., Snyder, A. Z., Vincent, J. L., Corbetta, M., Van Essen, D. C., & Raichle, M. E. (2005). The human brain is intrinsically organized into dynamic, anticorrelated functional networks. Proceedings of the National Academy of Sciences of the United States of America102(27), 9673-9678.(000132032)
  1. Spreng, R. N., & Grady, C. L. (2010). Patterns of brain activity supporting autobiographical memory, prospection, and theory of mind, and their relationship to the default mode network. Journal of cognitive neuroscience22(6), 1112-1123.(000155008)

 

 

הפרעה התפתחותית

  1. Sidlauskaite, J., Sonuga-Barke, E., Roeyers, H., & Wiersema, J. R. (2016). Default mode network abnormalities during state switching in attention deficit hyperactivity disorder. Psychological medicine46(03), 519-528.(000132184)
  1. Fair, D. A., Cohen, A. L., Dosenbach, N. U., Church, J. A., Miezin, F. M., Barch, D. M., ... & Schlaggar, B. L. (2008). The maturing architecture of the brain's default network. Proceedings of the National Academy of Sciences105(10), 4028-4032.(000132032)