WorldCat Identities

Saracho, Olivia N.

Overview
Works: 70 works in 307 publications in 3 languages and 24,434 library holdings
Genres: Reference works  Biography  Abstracts 
Roles: Author, Editor, Other, Creator, Contributor
Classifications: LB1119, 372.21
Publication Timeline
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Most widely held works by Olivia N Saracho
Handbook of research on the education of young children by Bernard Spodek( Book )

32 editions published between 1993 and 2014 in English and Undetermined and held by 883 WorldCat member libraries worldwide

The Handbook of Research on the Education of Young Children is the essential reference on research on early childhood education throughout the world. This singular resource provides a comprehensive overview of important contemporary issues as well as the information necessary to make informed judgments about these issues. The field has changed significantly since the publication of the second edition, and this third edition of the handbook takes care to address the entirety of vital new developments. A valuable tool for all those who work and study in the field?of early child
Early childhood teacher preparation( Book )

4 editions published in 1990 in English and held by 701 WorldCat member libraries worldwide

Multiple perspectives on play in early childhood education( Book )

16 editions published in 1998 in English and held by 672 WorldCat member libraries worldwide

Play has been part of early childhood programs since the initial kindergarten developed by Friedreich Froebel more than one hundred and fifty years ago. While research shows that most teachers value children's play, they often do not know how to guide that play to make it more educational. Too often, in reflecting the value of child-initiated activities, teachers set the stage for children's play, observe it, but hesitate to intervene in that play. They may fear that to intervene is to create a developmentally inappropriate set of educational practices. However, the lack of intervention may limit the educational outcomes of play. Meanwhile, a large body of research exists on different forms of children's play in educational settings that could inform teachers of young children and help them to improve their practice and support more educational play. Saracho and Spodek bring together much of that research in an accessible volume for early childhood teachers and teacher educators
Mainstreaming young children by Bernard Spodek( Book )

3 editions published in 1984 in English and held by 540 WorldCat member libraries worldwide

Foundations of early childhood education : teaching three-, four-, and five-year-old children by Bernard Spodek( Book )

8 editions published between 1987 and 1991 in English and held by 533 WorldCat member libraries worldwide

Understanding the multicultural experience in early childhood education by Olivia N Saracho( Book )

11 editions published between 1983 and 1992 in English and held by 505 WorldCat member libraries worldwide

"A 1982-83 comprehensive membership benefit."
Issues in early childhood curriculum( Book )

3 editions published between 1991 and 1992 in English and held by 454 WorldCat member libraries worldwide

Professionalism and the early childhood practitioner( Book )

3 editions published in 1988 in English and held by 449 WorldCat member libraries worldwide

Language and literacy in early childhood education( Book )

2 editions published in 1993 in English and held by 448 WorldCat member libraries worldwide

Contemporary perspectives on mathematics in early childhood education( Book )

8 editions published in 2008 in English and held by 386 WorldCat member libraries worldwide

"This volume provides a comprehensive critical analysis of the research in mathematics education for young children. The researchers who conducted the critical analysis focused on the relationship between (1) mathematics learning in the early years and domain specific approaches to cognitive development, (2) the children's social learning and their developing understanding of math, and (3) the children's learning in a natural context and their understanding of mathematics concepts. The work of these scholars can help guide those researchers who are interested in pursuing studies in early childhood mathematics in a specific area of study. This volume will facilitate the research conducted by both novice and expert researchers. The volume has accomplished its major goals, which consists of critically analyzing important research in a specific area that would be most useful in advancing the field and provide recommendations for both researchers and educators."--Jacket
Teachers' and students' cognitive styles in early childhood education by Olivia N Saracho( Book )

9 editions published between 1997 and 2008 in English and Chinese and held by 373 WorldCat member libraries worldwide

Cognitive style identifies the ways individuals react to different situations. Cognitive styles include stable attitudes, preferences, or habitual strategies that distinguish the individual styles of perceiving, remembering, thinking, and solving problems. Intended for researchers, psychologists, child development specialists, and early childhood educators, this book provides information to aid in understanding the nature of children's cognitive style. It uses that understanding to improve the learning activities provided to children, to help improve the teaching of children, and, ultimately, to improve their learning in school. The book's contents are designed to help teachers deal with the individual differences that are found among the children in their classes, especially in regard to the ways that children perceive the world and make sense of it. Part one of the book provides background information to describe cognitive style, its effects on the teaching-learning situation, and how to formally and informally assess cognitive style. Part two deals with student learning. This part describes field dependent (fd) and field independent (fi) students in a classroom situation, their learning behaviors, and how field dependence independence (fdi) influences the early childhood curriculum, including social situations. Part three of the book deals with the teachers' instruction, describing fd and fi teachers in a classroom situation, their instructional behaviors, and the consequences of matching teachers and students. Part four provides researchers and educators with future directions, including how early childhood teachers can be better prepared to meet students' individual differences and how cognitive style can improve educational practice. Contains 379 references.(Author/SD)
Contemporary perspectives on science and technology in early childhood education( Book )

7 editions published between 2007 and 2008 in English and held by 363 WorldCat member libraries worldwide

"Scientific and technological knowledge should be a part of every individual's education. There are many ways to enhance young children's scientific thinking and problem-solving skills as well as their technological abilities. The purpose of this volume is to present a critical analysis of reviews of research on science and technology education in early childhood education. The first part of the volume includes contributions by leading scholars in science, while the second part includes contributions by leading scholars in technology."--Jacket
Contemporary perspectives on socialization and social development in early childhood education by Olivia N Saracho( Book )

11 editions published between 2007 and 2008 in English and Undetermined and held by 213 WorldCat member libraries worldwide

Aims to present a selection of chapters that reflect various issues relating to children's socialization processes that help them become successful members of their society. This work describes the children's socialization forces and the different developmental theories that have influenced our understanding of the socialization process
Contemporary perspectives on play in early childhood education by Olivia N Saracho( Book )

11 editions published between 2002 and 2008 in 3 languages and held by 205 WorldCat member libraries worldwide

Recently, children's play has gained considerable attention, and important concerns have emerged. The volume presents a review and critical analysis of the research and theoretical knowledge on the educational play of young children. The chapters reflect a range of philosophies on various aspects of children's play. Each chapter includes a review of research and theory, implications for practice, and a comprehensive set of references. Following an introduction on the historical antecedent of early childhood educational play, the chapters of the book are as follows: (1) "Understanding Play and Its Theories" (Olivia N. Saracho and Bernard Spodek); (2) "Spontaneous Play in the 21st Century" (Fergus P. Hughes); (3) "Theories of Pretense, Mental Representation, and Humor Development: Answers and Questions" (Doris Bergen); (4) "Play in SchoolThe Teacher's Role: Reforms and Recent Research" (Ole Fredrik Lillemyr); (5) "Young Children's Play and Cognitive Style" (Olivia N. Saracho); (6) "On the Relation between Play and Symbolic Thought: The Case of Mathematics Manipulatives" (David H. Uttal); (7) "Play and Early Development and Education: The Instantiation of Parental Belief Systems" (Jaipaul L. Roopnarine, Meera Shin, Kwanghee Jung, and Ziarat Hossain); (8) "Play in Children: An Attachment Perspective" (Gary Creasey and Patricia Jarvis); (9) "The Teening of Preschool Play" (Francine Smolucha); and (10) "Early Childhood Educational Play" (Bernard Spodek and Olivia N. Saracho). (Hth)
Contemporary perspectives on social learning in early childhood education( Book )

8 editions published in 2007 in English and held by 202 WorldCat member libraries worldwide

Social epistemology is a broad set of approaches to the study of knowledge and to gain information about the social dimensions. This book discusses the social and historical contexts in which different forms of knowledge are formulated based on the perspective of social epistemology. It also discusses the emergence of social epistemology
Contemporary perspectives on language policy and literacy instruction in early childhood education by Olivia N Saracho( Book )

11 editions published between 2004 and 2006 in English and Undetermined and held by 155 WorldCat member libraries worldwide

Contemporary perspectives in literacy in early childhood education( Book )

4 editions published in 2002 in English and held by 152 WorldCat member libraries worldwide

Annotation
Contemporary perspectives on families, communities, and schools for young children by Olivia N Saracho( Book )

5 editions published in 2005 in English and Undetermined and held by 133 WorldCat member libraries worldwide

Bernard Spodek : early childhood education scholar, researcher, and teacher by Olivia N Saracho( Book )

3 editions published in 2013 in English and held by 19 WorldCat member libraries worldwide

Contemporary influences in early childhood curriculum( Book )

3 editions published between 2001 and 2002 in English and held by 16 WorldCat member libraries worldwide

 
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Multiple perspectives on play in early childhood education
Alternative Names
Saracho, Olivia N.

Saracho, Olivia Natividad

サラチョ, O. N.

Languages
Covers
Multiple perspectives on play in early childhood educationFoundations of early childhood education : teaching three-, four-, and five-year-old childrenContemporary perspectives on mathematics in early childhood educationTeachers' and students' cognitive styles in early childhood educationContemporary perspectives on science and technology in early childhood educationContemporary perspectives on socialization and social development in early childhood educationContemporary perspectives on play in early childhood educationContemporary perspectives on social learning in early childhood education