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To order books or media from the Center for Human Growth & Development, make your check or money order payable to the UNIVERSITY OF MICHIGAN (no other name should appear on the check).  Use attached order sheet and mail with check to:

Center for Human Growth & Development
Attn: Sheba Shakir
University of Michigan
North Ingalls Building, 10th Floor
300  North Ingalls Street
Ann Arbor, MI 48109-5406

The book will be mailed to you upon receipt. Please be sure to provide the address to where the book or media should be shipped to on the order form.  Thank you for your interest in ordering our books and media.

CHGD Books

Chinese Communicative Development Inventories – User’s Guide and Manual

(English and Chinese)

$100.00 (USD)
plus shipping ($10 for US; $20 for international)

The Chinese Communicative Development Inventories are checklists for parents or other caregivers of Putonghua- (Mandarin) or Cantonese-learning children. They are published by Peking University Medical Press and distributed by the Center for Human Growth and Development, University of Michigan. These instruments were normed for native Mandarin- or Cantonese-speaking families with typically developing children, aged 8 to 30 months, in Beijing and Hong Kong.
They can be used with native or non-native speakers of Putonghua (Mandarin) or
Cantonese, and atypically developing children from Putonghua- or Cantonese-speaking households. However, caution is advised in using the norms with populations that differ from the norming samples.
Development of these inventories was approved by the CDI advisory board and based on the widely used MacArthur-Bates Communicative Development Inventories in English and include both “Words and Gestures” and “Words and Sentences” Long and Short Forms (a total of 8 forms) that can be copied for individual use. In addition to the forms, a User’s Manual, description of the procedures used to develop the forms, the norming study results, and percentile ranks (by age and gender) for each of the forms are included.

CHGD Videos

The Polished Stones

$35.00 (USD)
(includes shipping)

...Even the dullest stone becomes brighter after twelve years of daily polishing

Despite all the attention given by the press and television to the high levels of mathematics achievement of Chinese and Japanese children, there has been little opportunity for Westerners to get a close look at what is behind this success. This program provides such an opportunity. Filmed in the fall of 1988, it takes the viewer to typical first- and fifth-grade mathematics classrooms in Taipei (Taiwan) and Sendai (Japan). The program is based on studies conducted during the past 10years by researchers at the University of Michigan and their Chinese and Japanese colleagues.   . . . (Read more)

 

The Motivation for Change

$35.00 (USD)
(includes shipping)

 

 

Righting Wrongs: Correcting Errors in Math

$35.00 (USD)
(includes shipping)
Ms. Yamada teaches fifth graders in a school in Sendai, Japan, a large city several hundred miles northeast of Tokyo. Hers is a typical Japanese classroom: one teacher and about 40 students.
On the day we visited her classroom, Ms. Yamada was introducing the students to the problem of adding fractions with unequal denominators. The students understood the terms for numerator and denominator and least common denominator from earlier lessons, but had no prior experience with this new type of problem.
Like teachers in nearly nine out of ten classrooms we visited in Japan, Ms. Yamada began the lesson by . . . (Read more)

 

From Calculation to Conceptualization

$35.00 (USD)
(includes shipping)
This lesson illustrates several important features of the Asian approach to teaching. To the surprise of the Western viewer, the Asian classroom is not highly regimented, does not depend upon memorization and monotonous drill, and does not emphasize rote learning.
Throughout the period the class functions as a unit. Even when the children are divided into small groups, each group works on the same set of problems. This whole-group approach is favored because it gives the largest number of children the greatest amount of instruction. It also offers frequent opportunities for interaction between the students and the teacher. (Read more)