The Most Recognized Dog In Indian Myth Is The Dog In The Mahabharata That Accompanied The Pandavas Not Actually A Dog But Dharma In Disguise. There Are, However, Several More References To Dogs In The Classical Texts. Mentioned For The First Time In The Rg Veda, The Eponymous Sarama Is The Dog Of The Gods And The Ancestor Of All Dogs. In Sarama And Her Children, The Evolution Of The Indian Attitude Towards Dogs Is Traced Through The Vedas, Epics, Puranas, Dharmashastras And Niti Shastras. The Widespread Assumption Is That Dogs Have Always Been Looked Down Upon In Hinduism And A Legacy Of That Attitude Persists Even Now. Tracing The Indian Attitude Towards Dogs In A Chronological Fashion, Beginning With The Pre-Vedic Indus Valley Civilization, Bibek Debroy Discovers That The Truth Is More Complicated. Dogs Had A Utilitarian Role In Pre-Vedic And Vedic Times. There Were Herd Dogs, Watchdogs And Hunting Dogs, And Dogs Were Used As Beasts Of Burden. But By The Time Of The Mahabharata, Negative Associations Had Begun To Creep In. Debroy Argues Convincingly That The Change In The Status Of The Dog In India Has To Do With The Progressive Decline Of The Traditional Vedic Gods Indra, Yama And Rudra (Who Were Associated With Dogs), And The Accompanying Elevation Of Vishnu, Associated With An Increase In Brahmana Influence. Debroy Demonstrates That Outside The Mainstream Caste Hindu Influence, As Reflected In Doctrines Associated With Shiva And In Buddhist Jataka Tales, Dogs Did Not Become Outcasts Or Outcastes. Drawing References From High And Low Literature, Folk Tales And Temple Art, Sarama And Her Children Dispels Some Myths And Ensures That The Indian Dog Also Has Its Day.

The Most Recognized Dog In Indian Myth Is The Dog In The Mahabharata That Accompanied The Pandavas Not Actually A Dog But Dharma In Disguise. There Are, However, Several More References To Dogs In The Classical Texts. Mentioned For The First Time In The Rg Veda, The Eponymous Sarama Is The Dog Of The Gods And The Ancestor Of All Dogs. In Sarama And Her Children, The Evolution Of The Indian Attitude Towards Dogs Is Traced Through The Vedas, Epics, Puranas, Dharmashastras And Niti Shastras. The Widespread Assumption Is That Dogs Have Always Been Looked Down Upon In Hinduism And A Legacy Of That Attitude Persists Even Now. Tracing The Indian Attitude Towards Dogs In A Chronological Fashion, Beginning With The Pre-Vedic Indus Valley Civilization, Bibek Debroy Discovers That The Truth Is More Complicated. Dogs Had A Utilitarian Role In Pre-Vedic And Vedic Times. There Were Herd Dogs, Watchdogs And Hunting Dogs, And Dogs Were Used As Beasts Of Burden. But By The Time Of The Mahabharata, Negative Associations Had Begun To Creep In. Debroy Argues Convincingly That The Change In The Status Of The Dog In India Has To Do With The Progressive Decline Of The Traditional Vedic Gods Indra, Yama And Rudra (Who Were Associated With Dogs), And The Accompanying Elevation Of Vishnu, Associated With An Increase In Brahmana Influence. Debroy Demonstrates That Outside The Mainstream Caste Hindu Influence, As Reflected In Doctrines Associated With Shiva And In Buddhist Jataka Tales, Dogs Did Not Become Outcasts Or Outcastes. Drawing References From High And Low Literature, Folk Tales And Temple Art, Sarama And Her Children Dispels Some Myths And Ensures That The Indian Dog Also Has Its Day.

In this important new book for pre- and in-service teachers, early math experts Douglas Clements and Julie Sarama show how "learning trajectories" help teachers become more effective professionals. By opening up new windows to seeing young children and the inherent delight and curiosity behind their mathematical reasoning, learning trajectories ultimately make teaching more joyous. They help teachers understand the varying level of knowledge and thinking of their classes and the individuals within them as key in serving the needs of all children. In straightforward, no-nonsense language, this book summarizes what is known about how children learn mathematics, and how to build on what they know to realize more effective teaching practice. It will help teachers understand the learning trajectories of early mathematics and become quintessential professionals.

This important new book synthesizes relevant research on the learning of mathematics from birth into the primary grades from the full range of these complementary perspectives. At the core of early math experts Julie Sarama and Douglas Clements's theoretical and empirical frameworks are learning trajectories—detailed descriptions of children’s thinking as they learn to achieve specific goals in a mathematical domain, alongside a related set of instructional tasks designed to engender those mental processes and move children through a developmental progression of levels of thinking. Rooted in basic issues of thinking, learning, and teaching, this groundbreaking body of research illuminates foundational topics on the learning of mathematics with practical and theoretical implications for all ages. Those implications are especially important in addressing equity concerns, as understanding the level of thinking of the class and the individuals within it, is key in serving the needs of all children.

This ground-breaking handbook provides a much-needed, contemporary and authoritative reference text on young children’s thinking. The different perspectives represented in the thirty-nine chapters contribute to a vibrant picture of young children, their ways of thinking and their efforts at understanding, constructing and navigating the world. The Routledge International Handbook of Young Children’s Thinking and Understanding brings together commissioned pieces by a range of hand-picked influential, international authors from a variety of disciplines who share a high public profile for their specific developments in the theories of children’s thinking, learning and understanding. The handbook is organised into four complementary parts: • How can we think about young children’s thinking?: Concepts and contexts • Knowing about the brain and knowing about the mind • Making sense of the world • Documenting and developing children’s thinking Supported throughout with relevant research and case studies, this handbook is an international insight into the many ways there are to understand children and childhood paired with the knowledge that young children have a strong, vital, and creative ability to think and to understand, and to create and contend with the world around them.