Search results for ""Author Kimberly Andrews""
Gecko Press Song of the River
In this resonant story from Joy Cowley, Cam the mountain boy follows the river from its trickling source in the snow all the way to the sea. The river leads him through forest, farms and towns to the salty wind of the sea. The dramatic landscapes are packed with detail to discover in the world of the river.
£8.78
New Frontier Publishing My Turn
Learning to take turns is a challenging idea. So is change. In this gentle and enchanting story, the two concepts are woven together in a lyrical narrative about the passing seasons. The NEW Book Hungry Bears book collection features topical and imaginative stories used in The Book Hungry Bears TV show. From acceptance of diversity to blended families, this delightful series brings together compelling narrative to engage children in their emotional journey as they make sense of the world around them. These bears LOVE picture books and especially love reading them with each other. Sharing their delight and engagement with the books, they ask each other questions, point to the illustrations and get caught up in the story.
£9.10
John Wiley and Sons Ltd The Changing Nature of Executive Control in Preschool
Executive control (EC) is a central construct in developmental science, although measurement limitations have hindered understanding of its nature and development in young children, relation to social risk, and prediction of important outcomes. Disentangling EC from the foundational cognitive abilities it regulates and that are inherently required for successful executive task completion (e.g., language, visual/spatial perception, and motor abilities) is particularly challenging at preschool age, when these foundational abilities are still developing and consequently differ substantially among children. A novel latent bifactor modeling approach delineated respective EC and foundational cognitive abilities components that undergird executive task performance in a socio demographically stratifi ed sample of 388 preschoolers in a longitudinal, cohort-sequential study. The bifactor model revealed a developmental shift, where both EC and foundational cognitive abilities contributed uniquely to executive task performance at ages 4.5 and 5.25 years, but were not separable at ages 3 and 3.75. Contrary to the view that EC is vulnerable to socio-familial risk, the contributions of household financial and learning resources to executive task performance were not specific to EC but were via their relation to foundational cognitive abilities. EC, though, showed a unique, discriminant relation with hyperactive symptoms late in the preschool period, whereas foundational cognitive abilities did not predict specifi c dimensions of dysregulated behavior. These findings form the basis for a new, integrated approach to the measurement and conceptualization of EC, which includes dual consideration of the contributions of EC and foundational cognitive abilities to executive task performance, particularly in the developmental context of preschool.
£33.93
