WorldCat Identities

Franklin, Margery B.

Overview
Works: 22 works in 66 publications in 1 language and 1,524 library holdings
Genres: Conference papers and proceedings  History 
Roles: Author, Editor, Other, Author of introduction
Classifications: BF123, 150
Publication Timeline
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Most widely held works by Margery B Franklin
Symbolic functioning in childhood by Nancy R Smith( Book )

10 editions published in 1979 in English and held by 461 WorldCat member libraries worldwide

Child language : a reader( Book )

13 editions published in 1988 in English and Undetermined and held by 432 WorldCat member libraries worldwide

Developmental processes : Heinz Werner's selected writings by Heinz Werner( Book )

8 editions published in 1978 in English and held by 312 WorldCat member libraries worldwide

Development and the arts : critical perspectives by Margery B Franklin( Book )

13 editions published between 1994 and 2015 in English and held by 266 WorldCat member libraries worldwide

This volume's unifying theme is the question: Is a concept of development relevant to art? Bringing together contributions from the perspectives of philosophical aesthetics, psychoanalysis, architecture and design, and the practicing artist, as well as developmental theory in psychology, this volume provides a unique assembly of voices from different disciplines. The twelve chapters span artistic production in childhood, transformations in the work of the individual artist, and historical changes in art, thus establishing a broad canvas for examining how concepts of development are used in rel
Comparative psychology of mental development by Heinz Werner( Book )

2 editions published in 2004 in English and held by 25 WorldCat member libraries worldwide

This classic work, first published in German in 1926 and subsequently in English in 1940, was the first comprehensive introduction to the field of comparative developmental psychology. In her new prologue to this reprint of the revised edition, originally published by International Universities Press in 1948, Margery Franklin sketches the key events in Werner's life, the major themes in his concept of development, and relevant issues for today's scholars. --taken from AmazonĀ®.com
Developmental processes : Heinz Werner's selected writings by Heinz Werner( Book )

3 editions published in 1978 in English and held by 6 WorldCat member libraries worldwide

Psychological Perspectives and Early Childhood Education Some Relations Between Theory and Practice by Margery B Franklin( Book )

2 editions published in 1974 in English and held by 3 WorldCat member libraries worldwide

The aim of this paper is to delineate some of the central issues confronting psychologists and educators in the application of psychological theory and research to early childhood education. Three approaches to early childhood programming are presented: the behavioristic-learning theory perspective, the Piagetian cognitive-developmental, and the developmental-interaction approach. The differing assumptions on which they are based, the differing ways in which they draw on and utilize psychological concepts, and the ways in which they therefore involve young children in qualitatively different encounters with people, problems and ideas in the school setting are examined and critically evaluated. The final section of the paper is concerned with a summary statement of the issues arising in the discussion of the three approaches to early childhood education, including a consideration of some of the problems that must be confronted in the task of evaluating effects of differing modes of education. (Author/CS)
Issues in the Relation of Psychology to Childhood Education by Barbara Biber( Book )

1 edition published in 1973 in English and held by 2 WorldCat member libraries worldwide

Issues concerned with the widespread application of psychological theory and research to childhood education are discussed. Educational programs based on behavioral and cognitive psychological theories are compared in terms of the values they communicate to children. The innovative early childhood programs of the 60's which focused on reducing learning deficits are reviewed. A new educational focus is proposed, based on the interaction of cognitive and affective aspects of psychological functioning. Finally, the effect of involvement in education on the field of psychology is discussed. The need for better methods of analyzing total school environments and the inadequacies of the present methods of evaluation are emphasized. It is argued that formative (process-oriented) evaluation rather than summative (outcome-oriented) evaluation is desirable. (Dp)
Underst anding Pretend Play. a Guide for Parents and Teachers to Accompany the Documentary Video "When a Child Pretends." by Jan Drucker( Book )

1 edition published in 1999 in English and held by 2 WorldCat member libraries worldwide

Pretend play is often undervalued and ignored. This videotape and accompanying booklet highlight how the dramatic scenarios, microworlds, storytelling, and block building of pretend play provide young children the opportunity to develop skills for a lifetime of intellectual, social, emotional, and creative development. The booklet describes the importance of various types of pretend play for young children, focusing on pretend play and its potential impact on other areas of development. The booklet also describes sources for children's pretend play ideas, and presents suggestions for arranging children's play environment. It includes a 30-minute videotape which presents sequences of children's pretend play in early childhood settings, accompanied by the comments of child development experts. (Kb)
A Study of Non-Verbal Representation in Young Children by Margery B Franklin( Book )

1 edition published in 1969 in English and held by 2 WorldCat member libraries worldwide

In this study, representational thought, which involves the child's ability to function in terms of nonpresent reality, is viewed within a cognitive-developmental framework. To see if disadvantaged children would function in the same way as advantaged children on tasks which required representational thought rather than verbalization, children were tested on Picture-Object matching tasks, Spatial Arrangement tasks and in Structured Play situations. There were an equal number of 4- to 5-year-old boys and girls in each group. Scores indicated that the disadvantaged group generally did not perform as well as the advantaged children although there was much variation among individuals tested. Discussion of study findings indicate that preschool programming should encourage representational functioning because it is an important aspect of the child's comprehension and use of language, and because it plays a central role in the child's overall cognitive development. (Author/NH)
Meanings of Play in the Developmental Interaction Tradition. Occasional Paper No. 1 by Margery B Franklin( Book )

1 edition published in 1999 in English and held by 2 WorldCat member libraries worldwide

Noting that children's play activities, particularly the development of dramatic scenarios, have been a central focus of developmental-interaction thinking over many decades, this paper explores the emphasis on play and the specific meanings accorded to it within this developmental-interaction tradition. The first part of the paper considers the views of play held by the tradition's founders--Harriet Johnson, Caroline Pratt, and Lucy Sprague Mitchell--and how this view was realized in practice. The second part examines writings by Biber and her associates that attempt to integrate the original lines of thinking with psychodynamic formulations. The introduction of psychoanalytic theory impinged on, and changed concepts of, play process and medium, sources of material, and the functions of play. The third section argues that certain contemporary developments in psychological theorizing provide new grounding for central ideas about play in classic developmental interaction. These are: articulation of symbolic mediation theory, as represented in the work of Werner and Kaplan (1983/1963) and Vygotsky (1986); a broadened view of cognitive functioning, in particular the idea of narrative as a fundamental way of organizing experience (Brockmeier and Harre, 1997; Bruner, 1986; Wells, 1986); and the theme of self developing in interaction with others, specifically peers, in social collaborative activity. (Contains 52 references.) (Ev)
Children's aesthetic experience of the environment( Book )

1 edition published in 1991 in English and held by 1 WorldCat member library worldwide

[The Larson Chair at Sarah Lawrence College]( Recording )

1 edition published in 1995 in English and held by 1 WorldCat member library worldwide

[Childhood development lecture at Sarah Lawrence College]( Recording )

1 edition published in 1987 in English and held by 1 WorldCat member library worldwide

Imaginary worlds take shape : a study of creative work in sculpture by Margery B Franklin( )

1 edition published in 1983 in English and held by 1 WorldCat member library worldwide

Narratives of change and continuity : women artists reflect on their work by Margery B Franklin( )

1 edition published in 1994 in English and held by 1 WorldCat member library worldwide

Studies in nonverbal representation : similarity matchings in young children ; final report of study 1969-70, February 1971 by Margery B Franklin( Book )

1 edition published in 1971 in English and held by 1 WorldCat member library worldwide

The influence of titles on how paintings are seen by Margery B Franklin( )

1 edition published in 1968 in English and held by 1 WorldCat member library worldwide

Connecting with others : research as relational practice( )

1 edition published in 1997 in English and held by 1 WorldCat member library worldwide

Studies in non-verbal representation : pattern matching, pattern copying and verbalization to line drawings ; final report of study 1970-71, April 1972 by Margery B Franklin( Book )

1 edition published in 1972 in English and held by 1 WorldCat member library worldwide

 
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Comparative psychology of mental development
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Alternative Names
Franklin, M. B.

Languages
English (63)