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    Across the Great Divide ? Bridging the Gap Between Understanding of Toddlers? and Older Children?s Thinking: Bridging the Gap Between Understanding of Toddlers? and Older Children?s Thinking

    Across the Great Divide ? Bridging the Gap Between Understanding of Toddlers? and Older Children?s Thinking by Chen, Z;

    Bridging the Gap Between Understanding of Toddlers? and Older Children?s Thinking

    Sorozatcím: Monographs of the Society for Research in Child Development;

      • 10% KEDVEZMÉNY?

      • A kedvezmény csak az 'Értesítés a kedvenc témákról' hírlevelünk címzettjeinek rendeléseire érvényes.
      • Kiadói listaár GBP 46.95

      • Az ár azért becsült, mert a rendelés pillanatában nem lehet pontosan tudni, hogy a beérkezéskor milyen lesz a forint árfolyama az adott termék eredeti devizájához képest. Ha a forint romlana, kissé többet, ha javulna, kissé kevesebbet kell majd fizetnie.

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    Beszerezhetőség

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    Why don't you give exact delivery time?

    A beszerzés időigényét az eddigi tapasztalatokra alapozva adjuk meg. Azért becsült, mert a terméket külföldről hozzuk be, így a kiadó kiszolgálásának pillanatnyi gyorsaságától is függ. A megadottnál gyorsabb és lassabb szállítás is elképzelhető, de mindent megteszünk, hogy Ön a lehető leghamarabb jusson hozzá a termékhez.

    A termék adatai:

    • Kiadó Wiley?Blackwell
    • Megjelenés dátuma 2000. június 1.

    • ISBN 9780631221531
    • Kötéstípus Puhakötés
    • Terjedelem116 oldal
    • Méret 233x161x7 mm
    • Súly 198 g
    • Nyelv angol
      • 0

    Kategóriák

    Elméleti pszichológia Alkalmazott pszichológia További könyvek a pszichológia területén Pedagógia általában

    Rövid leírás:

    Research on very young children's cognitive development differs greatly from research on cognitive development in older children. The differences include the questions asked, the methods used, the measure employed to provide evidence, and the level of detail at which children's knowledge is represented.

    Több

    Hosszú leírás:

    Research on very young children's cognitive development differs greatly from research on cognitive development in older children. The differences include the questions asked, the methods used, the measure employed to provide evidence, and the level of detail at which children's knowledge is represented.

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