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Strengthen your relationship with your children with this revised edition of the book by renowned psychologist Dr. Haim Ginott that has helped millions Between Parent and Child: Revised and Updated by Dr. Haim G. Ginott download the Ebook. Editorial Reviews. From the Inside Flap. Over the past thirty-five years, Between Parent and Kindle Store · Kindle eBooks · Health, Fitness & Dieting. Strengthen your relationship with your children with this revised edition of the book by renowned psychologist Dr. Haim Ginott that has helped.
Look Inside. Jul 22, Pages download. Feb 04, Pages download. Jul 22, Pages. Feb 04, Pages. Strengthen your relationship with your children with this revised edition of the book by renowned psychologist Dr.
I teach child behavior guidance to Pediatric Dentists and have found Ginotts approach to be the best basis for dealing with children for the past 30 years. Each year I download a copy for each of my new When Between Parent and Child was first published in , clinical psychologist Ginott d.
Between Parent and Child: Revised and Updated: Haim G. What are the help available for children with ADHD and how to manage them. Find out also about the controversial treatments for children with ADHD. Read More. These natural cough remedies are so easy to make and are fairly effective.
Comments Have your say about what you just read! Leave us a comment in the box below. Articles Parenting News. This improvement is greatest for families from lower income levels, where each additional book is associated with a measurable increase in reading skill.
Rideout also found that lower-income parents are less likely to read to their young children in a typical day. With the pervasiveness of mobile screen devices in homes, eBooks appear to be a missed opportunity as supplemental learning material for young children, particularly for those with limited access to print books.
Interactive eBooks could hold promise for these children with limited access to books and adult readers, but eBooks do not yet have established educational merit. Parents appear to be conflicted over whether and how to use mobile media with their young children. We found that United States parents of preschoolers perceive eBooks and print books as separate entities that serve different purposes Etta et al.
Parents in this study perceived print books as catalysts for familial bonding, while they perceived eBooks as tools to entertain and occupy their child. These results suggest that parent opinion separates print books and eBooks as different tools that serve different purposes, but that the two platforms have equal potential for early education. Whether or not parent opinions on the educational value of eBooks are warranted has yet to be established by the research.
Conversely, extensive research demonstrates that young children can learn from print books. Just as young children can learn from printed narratives, so too can they learn from narratives presented on screens.
This has been studied most thoroughly with television narratives, with decades of research demonstrating that preschoolers readily learn from watching educational television independently see Anderson and Kirkorian, for review.
More importantly, as with printed books, studies have shown that children learn more from television when they view with a parent who helps them understand what they are seeing Valkenburg et al. Similarly, research has shown that when coviewing a video presentation of a storybook with a parent, preschoolers score higher on story vocabulary and story comprehension when the storybook is interrupted with supportive dialogic reading practices Strouse et al.
It may be that new mobile screen media offer novel scaffolding affordances through interactive touch screen features, such as hotspots, narration, mini-games, and animations Bus et al. One reason for these kaleidoscopic findings may be variability in the types of interactive features examined in prior research, which vary both in the complexity of the features and the extent to which they are relevant to the narrative e.
Children were randomly assigned to either read a static eBook, read an animated eBook, use an interactive-animated eBook, or play an unrelated game control.
Critically, in the interactive-animated eBook, the interactive features were relatively simple and relevant to the story: children could click a hotspot to hear the definition of a target word. While results showed no differences in story comprehension as a function of eBook condition, there were significant condition effects on word learning.
Specifically, children performed best on vocabulary learning assessments in the interactive-animated eBook condition and worst in the static eBook condition.
Thus, the impact of eBooks on learning may depend not only on the type of interactive features that are present, but also the type of learning that is being assessed.