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MAT A SAMSKIPTAHÆFNI FJOGURRA Á R A B ARN A Heimildir Arsenio, W. og Cooperman, S. (1996). Children's Affective Dispositions and their Knowledge of Emotions Influence their Ability to use Nonagressive Conflict Resolution Strategies. í M. Killen (ritstj.), Children's Autonomy, Social Competence, and Interactions with Adults and Other Children: Exploring Connections and Con- sequences (bls. 25-40). San Francisco: Jossey-Bass. Berk, L.E. (2000). Child Development. Boston: Allyn and Bacon. Berk, L.E. og Winsler, A. (1995). Scaffolding Children's Learning: Vygotsky and Early Childhood Education. Washington: NAEYC. Case, R. (1991). Intellectual Development: Birth to Adulthood. New York: Academic Press. Dahlberg, G., Moss, P. og Pence, A. (1999). Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives. London: Falmer Press. DeVries, R. og Kohlberg, L. (1987). Constructivist Early Education: Overview and Comparison with Other Programs. Washington: NAEYC. DeVries, R., Reese-Learned, H. og Morgan, P. (1991). Sociomoral Development in Direct-Instruction, Ecletic, and Constructivist Kindergartens: A Study of Children's Enacted Interpersonal Understanding. Early Childhood Research Quarterly, 6, 473-517. DeVries, R., Reese-Learned, H., og Morgan, P. (1992). A Manual for Coding Young Children's Enacted Interpersonal Understanding. Houston: [höfundar]. DeVries, R. og Zan, B. (1994). Moral Classrooms, Moral Children: Creating a Constructivist Atmosphere in Early Education. New York: Teachers College Press. Donaldson, M. (1978). Children's Minds. Glasgow: Fontana/Collins. Edwards, C.P, Gandini, L. og Forman, G. (ritstj.), (1993). The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education. New Jersey: Ablex. Feldman, M.S. (1995). Strategiesfor Interpreting Qualitative Data. Thousand Oaks: Sage. Gall, M.D., Borg, W.R. og Gall, J.P. (1996). Educational Research: An Introduction. New York: Longmans. Gilligan, C. (1982). In a Different Voice. Cambridge: Harvard University Press. Gilligan, C. og Attanucci, J. (1988). Two Moral Orientations. í C. Gilligan (ritstj.), Mapping the Moral Dornain (bls 78-86). Cambridge: Harvard University Press. Ginsburg, H. og Opper, S. (1969). Piaget's Theory of Intellectual Development: An Introduction. New Jersey: Prentice-Hall. Göncii, A. og Cannella, V. (1996). The Role of Teacher Assistance in Children's Construction of Intersubjectivity During Conflict Resolution. I M. Killen (ritstj.), Children's Autonomy, Social Competence, and Interactions with Adults and Other Children: Exploring Connections and Consequences (bls. 57-69). San Francisco: Jossey- Bass. Halford, G.S. (1993). Children's Understanding: The Development ofMental Models. Hills- dale: Lawrence Erlbaum. Harré, R. og Lamb, R. (ritstj.), (1983). The Encyclopedic Dictionary ofPsychology. Oxford: Blackwell. 158
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