| Record ID | marc_columbia/Columbia-extract-20221130-013.mrc:156775193:2921 |
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LEADER: 02921cam a22003974a 4500
001 6183153
005 20221122003230.0
008 061114t20072007mdua b 001 0 eng
010 $a 2006037989
020 $a9780742547889 (cloth : alk. paper)
020 $a0742547884 (cloth : alk. paper)
020 $a9780742547896 (pbk. : alk. paper)
020 $a0742547892 (pbk. : alk. paper)
029 1 $aYDXCP$b2514134
029 1 $aYDXCP$b2514135
035 $a(OCoLC)ocm76864003
035 $a(OCoLC)76864003
035 $a(NNC)6183153
035 $a6183153
040 $aDLC$cDLC$dBAKER$dBTCTA$dC#P$dYDXCP$dOrLoB-B
050 00 $aBF723.C5$bN46 2007
082 00 $a155.4/13752$222
100 1 $aNess, Daniel,$d1966-$0http://id.loc.gov/authorities/names/n2004154365
245 10 $aKnowledge under construction :$bthe importance of play in developing children's spatial and geometric thinking /$cDaniel Ness and Stephen J. Farenga.
260 $aLanham, Md. :$bRowman & Littlefield,$c[2007], ©2007.
300 $axxiii, 257 pages :$billustrations ;$c23 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
504 $aIncludes bibliographical references (p. 229-247) and index.
505 00 $g1.$tSpatial, geometric, and architectural thinking : the big picture -- $g2.$tDevelopmental perspectives on spatial and geometric thinking -- $g3.$tChildren as architects : the identification of architectural principles underlying young children's geometric constructions -- $g4.$tContextual observation : the assessment for measuring spatial, geometric, and architectural thinking of young children (SPAGAR) -- $g5.$tAge, gender, and socioeconomic status factors in spatial, geometric, and architectural thinking -- $g6.$tConstructing alone : cases 1 and 2 -- $g7.$tConstructing interactively : cases 3 and 4 -- $g8.$tBeyond the blocks : implementing praxis.
520 1 $a"Knowledge under Construction investigates how young children develop spatial, geometric, and scientific thinking skills - particularly those associated with architecture. Based on original research and analysis of videotapes of children's play with blocks, the authors' findings suggest that such play is anything but pointless. Their conclusions fill in gaps in our current understanding of how children learn to think spatially and scientifically even while challenging portions of that understanding, including some of Piaget's thesis about the primacy of topological space in children's learning."--BOOK JACKET.
650 0 $aCognition in children.$0http://id.loc.gov/authorities/subjects/sh85027749
650 0 $aPlay$xPsychological aspects.$0http://id.loc.gov/authorities/subjects/sh2008109387
700 1 $aFarenga, Stephen J.,$d1958-$0http://id.loc.gov/authorities/names/n2004154364
856 41 $3Table of contents only$uhttp://www.loc.gov/catdir/toc/ecip075/2006037989.html
852 00 $bsci$hBF723.C5$iN46 2007