בחינות ביבליוגרפיות המגמה להתפתחות הילד - מועד א'

ביה"ס לחינוך, המגמה להתפתחות הילד

ראש תחום ההתמחות: __________

בחינה ביבליוגרפית מועד א' –תשע"ז

 

מקורות

גישות לעבודה עם הורים

Ensink, K., Normandin, L., Plamondon, A., Berthelot, N., & Fonagy, P. (2016). Intergenerational pathways from reflective functioning to infant attachment through parenting. Canadian Journal of Behavioral Sciences, 48, 9-18. (000139398)

Lundy, B. L., & Fyfe, G. (2016). Preschoolers' mind-related comments during collaborative problem-solving: Parental contributions and developmental outcomes. Social Development, 25, 722-741. (000452891)

Ordway, M. R., Webb, D., Sadler, L. S., & Slade, A. (2016). Parental reflective functioning: An approach to enhancing parent-child relationships in pediatric primary care. Journal of Pediatric Health Care, 29, 325-334. (001123045)

 

חינוך וטיפול בגיל הרך

 

Hamre, B. K. (2014). Teachers' daily interactions with children: An essential ingredient in effective early childhood programs. Child Development Perspectives, 8(4), 223-230. (001185623 )‏

Slot, P. L., Leseman, P. P., Verhagen, J., & Mulder, H. (2015). Associations between structural quality aspects and process quality in Dutch early childhood education and care settings. Early Childhood Research Quarterly, 33, 64-76.‏ (000445066)

Shonkoff, J. P., & Fisher, P. A. (2013). Rethinking evidence-based practice and two-generation programs to create the future of early childhood policy. Development and Psychopathology, 25(4 Pt 2), 1635-1653.‏ (000249210)

Bauchmüller, R., Gørtz, M., & Rasmussen, A. W. (2014). Long-run benefits from universal high-quality preschooling. Early Childhood Research Quarterly, 29(4), 457-470.‏ (000445066)

 

עיבוד חושי וויסות עצמי כבסיס להתפ' תקינה ולקויה

Edwards, R. C., & Hans, S. L. (2015). Infant risk factors associated with internalizing, externalizing, and co-occurring behavior problems in young children. Developmental Psychology, 51, 489-499. (000142769)

DeGangi, G. A., Breinbauer, C., Roosevelt, J. D., Porges, S., & Greenspan, S. (2000). Prediction of childhood problems at three years in children experiencing disorders of regulation during infancy. Infant Mental Health Journal, 21, 156-175.‏ (000459221)

Mubarak, A., Cyr, C., St-André, M., Paquette, D., Emond-Nakamura, M., Boisjoly, L., ... & Stikarovska, I. (2016). Child attachment and sensory regulation in psychiatric clinic-referred preschoolers. Clinical Child Psychology and Psychiatry. Advance online publication. doi:10.1177/1359104516667997   (000272068)

התפתחות שפה בגיל הרך

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 Disorders, 51, 626-638.‏ (001218150)

Petersen, D. B., & Spencer, T. D. (2016). Using narrative intervention to accelerate canonical story grammar and complex language growth in culturally diverse preschoolers. Topics in Language Disorders, 36, 6-19.‏ (לבר אילן אין גישה למאמר הזה)

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 Psycholinguistics, 37, 703-724.‏ (000130213)

 

זיכרון וקשב

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 Neuroscience, 22(6), 1112-1123. (000155008)

Petersen, S. E., & Posner, M. I. (2012). The attention system of the human brain: 20 years after. Annual Review of Neuroscience, 35, 73-89. (002363354)