Cultural-Historical and Critical Psychology / Fleer, Marilyn ; González Rey, Fernando ; Jones, Peter E.  

Público ISBD Ningún comentario para este título. Título : Cultural-Historical and Critical Psychology : Common Ground, Divergences and Future Pathways Tipo de documento: documento electrónico Autores: Fleer, Marilyn, ; González Rey, Fernando, ; Jones, Peter E., Mención de edición: 1 ed. Editorial: Singapore [Malasya] : Springer Fecha de publicación: 2020 Número de páginas: XIV, 191 p. 9 ilustraciones, 1 ilustraciones en color. ISBN/ISSN/DL: 978-981-1522093-- Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Psicología Escolar  Psicología del desarrollo  Psicología crítica  Etnopsicología  Filosofía de la educación  Psicología transcultural Clasificación: 370.15 Educación (Psicología educativa) Resumen: Este libro abre un diálogo crítico dentro y entre las tradiciones teóricas de la psicología crítica y la psicología histórico-cultural. Explora y aborda cuestiones y problemas fundamentales dentro de ambas tradiciones, con miras a identificar nuevas vías para una discusión productiva y la cooperación entre estos dos importantes movimientos en la psicología contemporánea. En consecuencia, el libro reúne contribuciones de una variedad de investigadores respetados internacionalmente de ambos campos que han demostrado una voluntad de mirar crítica y autocríticamente sus alianzas y trayectorias teóricas. Este libro brinda a los lectores la oportunidad de apreciar y reflexionar sobre las diferencias fundamentales de perspectiva a través de la división entre psicología "histórica-cultural" y "crítica" y, por lo tanto, considerar y debatir cuestiones clave que enfrenta la disciplina de la psicología en general. Nota de contenido: 1 Introduction: Advancing dialogues between critical pyschology and cultural-historical theory -- Section I Cultural-Historical and Critical Psychology: Entering a dialogue -- 2 Critical Psychology: Subjects in situated social practices -- 3 Critical psychology as cultural-historical psychology: Political dimensions and limitations of psychological knowledge -- 4 Looking towards a productive dialogue between cultural-historical and critical psychologies -- 5 The primary of critical theory and the relevance of the psychological humanities -- Section II Pathways of renovation: Critiques and innovations within cultural-historical and critical psychology -- 6 Can the concept of activity be considered as a theoretical device for critical psychologies? -- 7 Decolonising childhood, reconceptualising distress: A critical psychological approach to (Deconstructing) child well-being -- 8 Psychology and psychologies 'from the Language End': Critical reflections -- 9 Problematising pedagogical imports and creating new conditions for children's development: A case from China -- 10 Nationalism and/or developing understanding of society? -- Section III The Emerging Themes -- 11 The two pathways of Vygotsky's Legacy: The critical and non-critical co-existing positions in Vygotsky's thought. Tipo de medio : Computadora Summary : This book opens up a critical dialogue within and across the theoretical traditions of critical psychology and cultural-historical psychology. It explores and addresses fundamental issues and problems within both traditions, with a view to identifying new avenues for productive discussion and cooperation between these two important movements in contemporary psychology. Accordingly, the book gathers contributions from a range of internationally respected researchers from both fields who have demonstrated a willingness to look critically, and self-critically, at their theoretical allegiances and trajectories. This book provides readers with the opportunity to both appreciate and reflect on fundamental differences of perspective across the 'cultural-historical'/'critical' psychology divide and, thereby, to consider and debate key issues facing the discipline of psychology more generally. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Cultural-Historical and Critical Psychology : Common Ground, Divergences and Future Pathways [documento electrónico] / Fleer, Marilyn, ; González Rey, Fernando, ; Jones, Peter E.,  . -  1 ed.  . - Singapore [Malasya] : Springer, 2020 . - XIV, 191 p. 9 ilustraciones, 1 ilustraciones en color. ISBN : 978-981-1522093-- Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Psicología Escolar  Psicología del desarrollo  Psicología crítica  Etnopsicología  Filosofía de la educación  Psicología transcultural Clasificación: 370.15 Educación (Psicología educativa) Resumen: Este libro abre un diálogo crítico dentro y entre las tradiciones teóricas de la psicología crítica y la psicología histórico-cultural. Explora y aborda cuestiones y problemas fundamentales dentro de ambas tradiciones, con miras a identificar nuevas vías para una discusión productiva y la cooperación entre estos dos importantes movimientos en la psicología contemporánea. En consecuencia, el libro reúne contribuciones de una variedad de investigadores respetados internacionalmente de ambos campos que han demostrado una voluntad de mirar crítica y autocríticamente sus alianzas y trayectorias teóricas. Este libro brinda a los lectores la oportunidad de apreciar y reflexionar sobre las diferencias fundamentales de perspectiva a través de la división entre psicología "histórica-cultural" y "crítica" y, por lo tanto, considerar y debatir cuestiones clave que enfrenta la disciplina de la psicología en general. Nota de contenido: 1 Introduction: Advancing dialogues between critical pyschology and cultural-historical theory -- Section I Cultural-Historical and Critical Psychology: Entering a dialogue -- 2 Critical Psychology: Subjects in situated social practices -- 3 Critical psychology as cultural-historical psychology: Political dimensions and limitations of psychological knowledge -- 4 Looking towards a productive dialogue between cultural-historical and critical psychologies -- 5 The primary of critical theory and the relevance of the psychological humanities -- Section II Pathways of renovation: Critiques and innovations within cultural-historical and critical psychology -- 6 Can the concept of activity be considered as a theoretical device for critical psychologies? -- 7 Decolonising childhood, reconceptualising distress: A critical psychological approach to (Deconstructing) child well-being -- 8 Psychology and psychologies 'from the Language End': Critical reflections -- 9 Problematising pedagogical imports and creating new conditions for children's development: A case from China -- 10 Nationalism and/or developing understanding of society? -- Section III The Emerging Themes -- 11 The two pathways of Vygotsky's Legacy: The critical and non-critical co-existing positions in Vygotsky's thought. Tipo de medio : Computadora Summary : This book opens up a critical dialogue within and across the theoretical traditions of critical psychology and cultural-historical psychology. It explores and addresses fundamental issues and problems within both traditions, with a view to identifying new avenues for productive discussion and cooperation between these two important movements in contemporary psychology. Accordingly, the book gathers contributions from a range of internationally respected researchers from both fields who have demonstrated a willingness to look critically, and self-critically, at their theoretical allegiances and trajectories. This book provides readers with the opportunity to both appreciate and reflect on fundamental differences of perspective across the 'cultural-historical'/'critical' psychology divide and, thereby, to consider and debate key issues facing the discipline of psychology more generally. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]

Cultural-Historical Approaches to Studying Learning and Development / Edwards, Anne ; Fleer, Marilyn ; Bøttcher, Louise  

Público ISBD Ningún comentario para este título. Título : Cultural-Historical Approaches to Studying Learning and Development : Societal, Institutional and Personal Perspectives Tipo de documento: documento electrónico Autores: Edwards, Anne, ; Fleer, Marilyn, ; Bøttcher, Louise, Mención de edición: 1 ed. Editorial: Singapore [Malasya] : Springer Fecha de publicación: 2019 Número de páginas: XI, 344 p. 22 ilustraciones, 7 ilustraciones en color. ISBN/ISSN/DL: 978-981-1368264-- Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Psicología Educacional  Psicología del desarrollo  Educación de la primera infancia  Sociología  Grupos sociales  Psicología Infantil y de la Adolescencia  Sociología de la familia  la juventud y el envejecimiento Clasificación: 370.15 Educación (Psicología educativa) Resumen: Esta colección de artículos examina ideas clave en enfoques histórico-culturales del aprendizaje y desarrollo de los niños y las condiciones culturales e institucionales en las que ocurren. La colección adquiere coherencia al centrarse en las contribuciones intelectuales realizadas por la profesora Mariane Hedegaard a la comprensión del aprendizaje de los niños a través del prisma de la interacción entre sociedad, institución y persona. Ha dado forma significativa a este campo a través de su consideración académica de conceptos fundamentales y su atención creativa a los campos de actividad que estudia. El libro reúne ejemplos de cómo estos conceptos se han empleado y desarrollado en un estudio del aprendizaje y el desarrollo. La colección permite a los académicos contribuyentes revelar sus reacciones a las contribuciones de Hedegaard en discusiones sobre su propio trabajo en el campo del aprendizaje infantil y las condiciones en las que ocurre. Nota de contenido: 1 Cultural-historical approaches to studying learning and development: societal, institutional and personal perspectives -- Section 1 Studies of Child Development from a Wholistic Perspective -- 2 Children's perspectives and institutional practices as keys in a wholeness approach to children's social situations of development -- 3 Psychological content of developmental education in cultural-historical approach -- 4 A collective social situation of development for understanding play in families -- 5 The cultural nature of the zone of proximal development: Young people with severe disabilities and their development of independence -- 6 Supporting heritage language development through adults' participation in activity settings -- 7 Motives and Demands in Parenting Young Children: A Cultural-Historical Account of Productive Entanglement in Early Intervention Services -- Section 2 Life in Schools -- 8 The double move in meaningful teaching revisited -- 9 Vygotsky's developmental pedagogy recontextualised as Hedegaard's double move: Science teaching in grades 1 and 2 in a disadvantaged school in South Africa -- 10 Building and using common knowledge a tool for pedagogic action: a dialectical interactive approach for researching teaching -- 11 Am I doing it right? Normative performativity in the emergence of learning as a leading activity -- 12 Motive-demand dynamics creating a social context for students' learning experiences in a making and design environment -- 13 Motive orientation and the exercise of agency: responding to recurrent demands in practices -- 14 The Work of Learning from Silence -- Section 3 Methodological Approaches and Philosophical Considerations -- 15 Social practice theory and the historical production of persons -- 16 Cultural-historical Activity Theory meets Developmental Systems Perspective: Transformative Activist Stance and Naturculture -- 17 Units and Wholes in the Cultural-historical Theory of Child Development -- 18 Studying Children's friendship activities ethically using the Interaction Based Observation Method -- 19 Reading and writing as a cultural praxis of youth -- 20 Re-covering the idea of a Tertiary Artifact -- 21 Mariane Hedegaard´s contribution to developmental didactics and to pedagogical research in the brazilian context. Tipo de medio : Computadora Summary : This collection of papers examines key ideas in cultural-historical approaches to children's learning and development and the cultural and institutional conditions in which they occur. The collection is given coherence by a focus on the intellectual contributions made by Professor Mariane Hedegaard to understandings of children's learning through the prism of the interplay of society, institution and person. She has significantly shaped the field through her scholarly consideration of foundational concepts and her creative attention to the fields of activity she studies. The book brings together examples of how these concepts have been employed and developed in a study of learning and development. The collection allows the contributing scholars to reveal their reactions to Hedegaard's contributions in discussions of their own work in the field of children's learning and the conditions in which it occurs. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Cultural-Historical Approaches to Studying Learning and Development : Societal, Institutional and Personal Perspectives [documento electrónico] / Edwards, Anne, ; Fleer, Marilyn, ; Bøttcher, Louise,  . -  1 ed.  . - Singapore [Malasya] : Springer, 2019 . - XI, 344 p. 22 ilustraciones, 7 ilustraciones en color. ISBN : 978-981-1368264-- Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Psicología Educacional  Psicología del desarrollo  Educación de la primera infancia  Sociología  Grupos sociales  Psicología Infantil y de la Adolescencia  Sociología de la familia  la juventud y el envejecimiento Clasificación: 370.15 Educación (Psicología educativa) Resumen: Esta colección de artículos examina ideas clave en enfoques histórico-culturales del aprendizaje y desarrollo de los niños y las condiciones culturales e institucionales en las que ocurren. La colección adquiere coherencia al centrarse en las contribuciones intelectuales realizadas por la profesora Mariane Hedegaard a la comprensión del aprendizaje de los niños a través del prisma de la interacción entre sociedad, institución y persona. Ha dado forma significativa a este campo a través de su consideración académica de conceptos fundamentales y su atención creativa a los campos de actividad que estudia. El libro reúne ejemplos de cómo estos conceptos se han empleado y desarrollado en un estudio del aprendizaje y el desarrollo. La colección permite a los académicos contribuyentes revelar sus reacciones a las contribuciones de Hedegaard en discusiones sobre su propio trabajo en el campo del aprendizaje infantil y las condiciones en las que ocurre. Nota de contenido: 1 Cultural-historical approaches to studying learning and development: societal, institutional and personal perspectives -- Section 1 Studies of Child Development from a Wholistic Perspective -- 2 Children's perspectives and institutional practices as keys in a wholeness approach to children's social situations of development -- 3 Psychological content of developmental education in cultural-historical approach -- 4 A collective social situation of development for understanding play in families -- 5 The cultural nature of the zone of proximal development: Young people with severe disabilities and their development of independence -- 6 Supporting heritage language development through adults' participation in activity settings -- 7 Motives and Demands in Parenting Young Children: A Cultural-Historical Account of Productive Entanglement in Early Intervention Services -- Section 2 Life in Schools -- 8 The double move in meaningful teaching revisited -- 9 Vygotsky's developmental pedagogy recontextualised as Hedegaard's double move: Science teaching in grades 1 and 2 in a disadvantaged school in South Africa -- 10 Building and using common knowledge a tool for pedagogic action: a dialectical interactive approach for researching teaching -- 11 Am I doing it right? Normative performativity in the emergence of learning as a leading activity -- 12 Motive-demand dynamics creating a social context for students' learning experiences in a making and design environment -- 13 Motive orientation and the exercise of agency: responding to recurrent demands in practices -- 14 The Work of Learning from Silence -- Section 3 Methodological Approaches and Philosophical Considerations -- 15 Social practice theory and the historical production of persons -- 16 Cultural-historical Activity Theory meets Developmental Systems Perspective: Transformative Activist Stance and Naturculture -- 17 Units and Wholes in the Cultural-historical Theory of Child Development -- 18 Studying Children's friendship activities ethically using the Interaction Based Observation Method -- 19 Reading and writing as a cultural praxis of youth -- 20 Re-covering the idea of a Tertiary Artifact -- 21 Mariane Hedegaard´s contribution to developmental didactics and to pedagogical research in the brazilian context. Tipo de medio : Computadora Summary : This collection of papers examines key ideas in cultural-historical approaches to children's learning and development and the cultural and institutional conditions in which they occur. The collection is given coherence by a focus on the intellectual contributions made by Professor Mariane Hedegaard to understandings of children's learning through the prism of the interplay of society, institution and person. She has significantly shaped the field through her scholarly consideration of foundational concepts and her creative attention to the fields of activity she studies. The book brings together examples of how these concepts have been employed and developed in a study of learning and development. The collection allows the contributing scholars to reveal their reactions to Hedegaard's contributions in discussions of their own work in the field of children's learning and the conditions in which it occurs. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]

Digital Childhoods / Danby, Susan J. ; Fleer, Marilyn ; Davidson, Christina ; Hatzigianni, Maria  

Público ISBD Ningún comentario para este título. Título : Digital Childhoods : Technologies and Children's Everyday Lives Tipo de documento: documento electrónico Autores: Danby, Susan J., ; Fleer, Marilyn, ; Davidson, Christina, ; Hatzigianni, Maria, Mención de edición: 1 ed. Editorial: Singapore [Malasya] : Springer Fecha de publicación: 2018 Número de páginas: XII, 287 p. 39 ilustraciones ISBN/ISSN/DL: 978-981-10-6484-5 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Educación de la primera infancia  Tecnologia Educacional  Educación Digital y Tecnología Educativa Clasificación: 372.21 Educación preescolar Resumen: Este libro destaca las múltiples formas en que se utilizan las tecnologías digitales en contextos cotidianos en el hogar y la escuela, en las comunidades y en diversas actividades, desde el juego hasta la búsqueda en Internet y las conversaciones con familiares que están lejos. El libro ayuda a los lectores a comprender las diversas prácticas empleadas cuando los niños establecen conexiones con las tecnologías digitales en sus experiencias cotidianas. Además, el libro emplea un marco que ayuda a los lectores a acceder fácilmente a los temas principales de un vistazo y también muestra la diversidad de ideas y teorizaciones que sustentan los respectivos capítulos. De esta manera, cada capítulo es el único que hace una contribución específica y, al mismo tiempo, hace explícitas sus conexiones con los temas más amplios de las tecnologías digitales en la vida cotidiana de los niños. El concepto de infancia digital presentado aquí va más allá de una lectura sociológica de la vida cotidiana de los niños y sus familias, y refleja los diversos contextos en los que participan los niños, como los centros preescolares y las guarderías. Nota de contenido: Introduction -- 1 Digital childhoods across contexts and countries -- Section 1 Social affordances across time and space in digital contexts -- 2 How families use of video communication technologies during intergenerational SKYPE -- 3 Digital bridges between home and preschool: Theorising conceptually inclusive practice in digital environments -- 4 Digital participation among children in rural areas -- 5 Producing contexts for young children's digital technology use: Web searching during Adult-Child interactions at home and preschool -- Section 2 Emotionality, play and digital engagement -- 6 Electronic Gaming: Associations with self-regulation, emotional difficulties and academic performances -- 7 Children's collaborative learning in science scaffolded by iPads -- 8 Digital play and learning in the home: Families' perspective -- 9 Rules of Engagement: Family rules on young children's access to and use of technologies -- 10 Hacking Toys and Remixing Media: Integrating maker literacies into early childhood -- Section 3 Societal tools for thinking, learning and communicating differently -- 11 Supporting whole child development in the digital age -- 12 Digital narratives and young children -- 13 Teaching visual arts with digital technologies -- 14 Learning literacy: Engaging with print and digital texts in the first year of school -- 15 Digital tools to support children's speech and language skill -- 16 Digital games in the early childhood classroom: Theoretical and practical considerations -- 17 From play to interplay: A young child's use of multiple technologies in the social organisation of a pretend telephone conversation. Tipo de medio : Computadora Summary : This book highlights the multiple ways that digital technologies are being used in everyday contexts at home and school, in communities, and across diverse activities, from play to web searching, to talking to family members who are far away. The book helps readers understand the diverse practices employed as children make connections with digital technologies in their everyday experiences. In addition, the book employs a framework that helps readers easily access major themes at a glance, and also showcases the diversity of ideas and theorisations that underpin the respective chapters. In this way, each chapter stands alone in making a specific contribution and, at the same time, makes explicit its connections to the broader themes of digital technologies in children's everyday lives. The concept of digital childhood presented here goes beyond a sociological reading of the everyday lives of children and their families, and reflects the various contexts in which childrenengage, such as preschools and childcare centres. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Digital Childhoods : Technologies and Children's Everyday Lives [documento electrónico] / Danby, Susan J., ; Fleer, Marilyn, ; Davidson, Christina, ; Hatzigianni, Maria,  . -  1 ed.  . - Singapore [Malasya] : Springer, 2018 . - XII, 287 p. 39 ilustraciones. ISBN : 978-981-10-6484-5 Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Educación de la primera infancia  Tecnologia Educacional  Educación Digital y Tecnología Educativa Clasificación: 372.21 Educación preescolar Resumen: Este libro destaca las múltiples formas en que se utilizan las tecnologías digitales en contextos cotidianos en el hogar y la escuela, en las comunidades y en diversas actividades, desde el juego hasta la búsqueda en Internet y las conversaciones con familiares que están lejos. El libro ayuda a los lectores a comprender las diversas prácticas empleadas cuando los niños establecen conexiones con las tecnologías digitales en sus experiencias cotidianas. Además, el libro emplea un marco que ayuda a los lectores a acceder fácilmente a los temas principales de un vistazo y también muestra la diversidad de ideas y teorizaciones que sustentan los respectivos capítulos. De esta manera, cada capítulo es el único que hace una contribución específica y, al mismo tiempo, hace explícitas sus conexiones con los temas más amplios de las tecnologías digitales en la vida cotidiana de los niños. El concepto de infancia digital presentado aquí va más allá de una lectura sociológica de la vida cotidiana de los niños y sus familias, y refleja los diversos contextos en los que participan los niños, como los centros preescolares y las guarderías. Nota de contenido: Introduction -- 1 Digital childhoods across contexts and countries -- Section 1 Social affordances across time and space in digital contexts -- 2 How families use of video communication technologies during intergenerational SKYPE -- 3 Digital bridges between home and preschool: Theorising conceptually inclusive practice in digital environments -- 4 Digital participation among children in rural areas -- 5 Producing contexts for young children's digital technology use: Web searching during Adult-Child interactions at home and preschool -- Section 2 Emotionality, play and digital engagement -- 6 Electronic Gaming: Associations with self-regulation, emotional difficulties and academic performances -- 7 Children's collaborative learning in science scaffolded by iPads -- 8 Digital play and learning in the home: Families' perspective -- 9 Rules of Engagement: Family rules on young children's access to and use of technologies -- 10 Hacking Toys and Remixing Media: Integrating maker literacies into early childhood -- Section 3 Societal tools for thinking, learning and communicating differently -- 11 Supporting whole child development in the digital age -- 12 Digital narratives and young children -- 13 Teaching visual arts with digital technologies -- 14 Learning literacy: Engaging with print and digital texts in the first year of school -- 15 Digital tools to support children's speech and language skill -- 16 Digital games in the early childhood classroom: Theoretical and practical considerations -- 17 From play to interplay: A young child's use of multiple technologies in the social organisation of a pretend telephone conversation. Tipo de medio : Computadora Summary : This book highlights the multiple ways that digital technologies are being used in everyday contexts at home and school, in communities, and across diverse activities, from play to web searching, to talking to family members who are far away. The book helps readers understand the diverse practices employed as children make connections with digital technologies in their everyday experiences. In addition, the book employs a framework that helps readers easily access major themes at a glance, and also showcases the diversity of ideas and theorisations that underpin the respective chapters. In this way, each chapter stands alone in making a specific contribution and, at the same time, makes explicit its connections to the broader themes of digital technologies in children's everyday lives. The concept of digital childhood presented here goes beyond a sociological reading of the everyday lives of children and their families, and reflects the various contexts in which childrenengage, such as preschools and childcare centres. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]

Early Childhood Education / Anning, Angela ; Cullen, Joy. ; Fleer, Marilyn  

Público ISBD Ningún comentario para este título. Título : Early Childhood Education  : Society and Culture Tipo de documento: documento electrónico Autores: Anning, Angela (1944-) ; Cullen, Joy. ; Fleer, Marilyn Mención de edición: Second edition. Editorial: Sage Publications Ltd. Fecha de publicación: 2009 Número de páginas: 1 online resource (x, 238 pages) : Il.: illustration ISBN/ISSN/DL: 978-1-4462-0578-5 Nota general: Previous ed.: 2004. Palabras clave:   Early childhood education. Clasificación: 372.21 Educación preescolar Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/131837 Early Childhood Education  : Society and Culture [documento electrónico] / Anning, Angela (1944-) ; Cullen, Joy. ; Fleer, Marilyn  . -  Second edition. . - Sage Publications Ltd., 2009 . - 1 online resource (x, 238 pages) : : illustration. ISBN : 978-1-4462-0578-5 Previous ed.: 2004. Palabras clave:   Early childhood education. Clasificación: 372.21 Educación preescolar Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/131837

International Handbook of Early Childhood Education / Fleer, Marilyn ; van Oers, Bert  

Público ISBD Ningún comentario para este título. Título : International Handbook of Early Childhood Education Tipo de documento: documento electrónico Autores: Fleer, Marilyn, ; van Oers, Bert, Mención de edición: 1 ed. Editorial: London [UK] : Springer Fecha de publicación: 2018 Número de páginas: XLV, 1620 p. 80 ilustraciones ISBN/ISSN/DL: 978-94-024-0927-7 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Educación  Niño  Estudios curriculares  Política y política educativa  Educación internacional y comparada  Política familiar  Educación y estado  Educación comparada  Educación con vocación internacional  Educación de la primera infancia Clasificación: 372.21 Educación preescolar Resumen: Este manual internacional ofrece una descripción general completa de los hallazgos de investigaciones, teorías y prácticas contemporáneas y de larga data en la educación de la primera infancia en los hemisferios norte y sur. El primer volumen del manual aborda la teoría, la metodología y las actividades de investigación y las necesidades de investigación de regiones particulares. El segundo volumen examina en detalle innovaciones y programas de larga data, currículo y evaluación, y concepciones e investigaciones sobre el niño, la familia y las comunidades. Los dos volúmenes de este manual abordan la teoría, las metodologías y las necesidades de investigación actuales de países específicos y brindan información sobre las similitudes globales existentes en las prácticas de la primera infancia. Al prestar especial atención a lo que está sucediendo en los contextos mundiales más amplios, los volúmenes brindan una descripción general representativa de las prácticas e investigaciones en educación de la primera infancia, y corrigen el actual desequilibrio Norte-Sur de los trabajos publicados sobre el tema. . Nota de contenido: Volume 1 Section 1: Theoretical Perspectives -- 1. International trends in research: redressing the north-south balance in what matters for early childhood education research; Marilyn Fleer and Bert van Oers -- 2. Governing childhood; Iris Duhn -- 3. 'Humpty Dumpty' - teaching strategy or postcolonial method: what do we know about power, voice and identity within early childhood education in the 21st Century?; Karen Martin -- 4. Engaging with the conceptual tools and challenges of poststructural theories; Affrica Taylor -- 5. Early years education in the Anthropocene: an ecophenomenology of children's experience; Phillip G. Payne -- Section 2: Research Methodologies -- 6. (Co)-researching with children; Alma Fleet and Deborah Harcourt -- 7. Policy analysis and document research; Chris Peers -- 8. Mixed methods in early childhood education; Judith Schoonenboom -- 9. Narrative learning of literacy; Pentti Hakkarainen and Marja-Leena Vuorinen -- 10. Current approaches in quantitative research in early childhood education; Linda J. Harrison and Cen Wang -- Section 3: Contemporary Research and Evidence - early childhood education globally: Western Europe and UK -- 11. Introduction to Western Europe & UK; David Whitebread -- 12. Neuroscience and early childhood education; Lysandra Sinclaire-Harding, Laura Vuillier and David Whitebread -- 13. School readiness in Europe: issues and evidence; Sue Bingham1 and David Whitebread -- 14. Early childhood education with disadvantaged children: Actions for success; Marta Soler and Ainhoa Flecha -- 15. Professional development in a competent system: an emergent culture of professionalization; Florence Pirard, Pascale Camus and Jean-Marie Barbier -- 16. Contemporary research in early childhood: roots and perspectives; Elena Kravtsova, Nikolai Veraksa and Nikolai Veresov -- 17. Symbolic means in the educational programs for preschool children in Russia; Nina Salmina and Aleksander Veraksa -- 18. Pre-school education in Ukraine; Roman Shiyan, Igor Shiyan and Natalia Sofiy -- 19. Pedagogical center "experiment": the peculiarities in preschool education in Holistic Developing Education (HDE); Bronislav Zeltserman, Latvia Riga, Margarita Dubina, Margarita Dragile, Maria Pekarskaya, Irina Maluhina and Inta Baltina -- 20. Introduction – early childhood in the Australasian region; Jane Bone -- 21. The historical emergence of early childhood education research in Australia; Joyce Nuttall and Sue Grieshaber -- 22. Connections between early childhood policy and research in Aotearoa New Zealand: 1970s-2010s; Anne Smith and Helen May -- 23. Towards Wawasan Brunei 2035: early childhood education and development in Brunei Darussalam; Hanapi bin Mohamad, Rosyati M.Yaakub, Emma Claire Pearson and Jennifer Tan Poh Sim -- 24. Early childhood education in Bangladesh: a review of policies, practices and research; Shukla Sikder and Laila Farhana Apnan Banu -- 25. Early childhood education reform: crisis and changes; Liang Li,Yuejuan Pan and Xiaoying Wang -- 26. Early childhood education and development in China; Yuejuan Pan, Xiaoying Wang and Liang Li -- 27. History and reform of early childhood care and education (ECCE) in Japan; Xiangying Liu and Chiafen Lin -- 28. Early childhood education and development in Singapore; Sirene May-Yin Lim -- 29. Vietnam early childhood education; Phan Thi Thu Hien -- 30. Examining early childhood education system in Ghana: How can Bourdieuian theorisation support a transformational approach to pedagogy?; Joseph Agbenyega -- 31. Rising from the 'ashes': quality early childhood education as a panacea for national development in Sierra Leone; Eleni Anthinodorou and Joseph Agbenyega -- 32. Early educational practices in Canada and the United States; Artin Göncü1 and Carollee Howes. 33. Early childhood education and care in Canada; Nina Howe, KathleenFlanagan and Michal Perlman -- 34. Early childhood teacher-child relationships in the United States: theory, practices, and regulation; Sandra Soliday Hong and Promjawan Udommana -- 35. Parent involvement in U.S. early childhood education: benefits, limitations, and reconceptualizations; Angela Pons Clifford and Marisha L. Humphries -- 36. Early childhood education and development in Latin America; Rebeca Mejía-Arauz and Gloria Quiñones -- 37. Educational practices and young children's socio-moral development: a cultural psychological approach; Angela Uchoa Branco, Angela Rabelo Barreto and Ália Barrios -- 38. Childhood education in Colombia; Francisco José and Rengifo-Herrera -- 39. Early childhood education in Chile; Rodrigo A. Cárcamo -- 40. Early childhood education in Guatemala; María Eugenia Rabbe -- 41. Early childhood education and development in Mexico; Rebeca Mejía-Arauz and Gloria Quiñones< -- 42. Early childhood education in Peru; Susana Frisancho and María Isabel La Rosa -- 43. The Nordic perspective on early childhood education and care; Stig Broström, Johanna Einarsdottir and Ingrid Pramling Samuelsson -- 44. Outdoor education in the Nordic region; Ellen Beate Hansen Sandseter and Olav Bjarne Lysklett -- 45. Toddlers in Nordic early childhood education and care; Anne Greve and Ole Henrik Hansen -- 46. Values in Nordic early childhood education – democracy and the child's perspective; Anette Emilson and Eva Johansson. Volume 2 47. New directions in early childhood education practice: international developments and practice gaps; Marilyn Fleer, Feiyan Chen and Bert van Oers -- Section 4: Innovative and Longstanding Programs -- 48. Longstanding and innovative programs in early childhood education: an introduction; Bert van Oers -- 49. Piramide; I.G.M. Koerhuis, M. Boontje, H. van Boxtel, D. Breebaart and M. op den Kamp -- 50. The 'Golden Key' program, and its cultural-historical basis; Gennady Kravtsov and Elena Kravtsova -- 51. The program of developmental (narrative) play pedagogy; Pentti Hakkarainen1 and Milda Bredikyte -- 52. The key to learning curriculum; Nikolay Veraksa and Galina Dolya -- 53. Te Whāriki; Ken Blaiklock -- 54. Tools of the mind: a Vygotskian early childhood curriculum; Elena Bodrova1 and Deborah J. Leong -- 55. Developmental Education for young children in the Netherlands: Basic Development; Bea Pompert and Marjolein Dobber -- Section 5: Curriculum and Assessment -- 56. Introduction to the theme of early childhood curriculum and assessment; Geerdina van der Aalsvoort -- 57. Curriculum and assessment in Brazilian early childhood education; Maria Malta Campos -- 58. Review and reflection on the curriculum reform of early childhood education in China; Jiaxiong Zhu and Jie Zhang -- 59. Constructing early childhood curriculum and assessing young children in Israel's mosaic of cultures; David Brody -- 60. Recent developments in curriculum and assessment in the early years in Australia; Susan Grieshaber -- 61. Supporting the application of playful learning and playful pedagogies in the early years curriculum through observation, interpretation and reflection; Pat Broadhead -- 62. Making the case for playful learning; Hande Ilgaz, Brenna Hassinger-Das, Kathy Hirsch-Pasek and Roberta Michnick Golinkof -- 63. Children's perspective to curriculum work: meaningful moments in Finnish early childhood education; Lasse Lipponen, Kristiina Kumpulainen and Maiju Paananen -- 64. Assessing young children's learning and behavior in the classroom; a complexity approach; HenderienSteenbeek and Paul van Geert -- 65. Conclusions and discussion; Geerdina van der Aalsvoort -- Section 6: Pedagogies in early childhood education -- 66. Pedagogies in early childhood education; Niklas Pramling and Ingrid Pramling Samuelsson -- 67. F.A.W. Fröbel 1782–1852; Jan-Erik Johansson -- 68. Educational tenets of the Highscope curriculum; Ann S. Epstein and Lawrence J. Schweinhart -- 69. Developmentally appropriate practice in the 21st century; Kay Sanders and Flora Farago -- 70. The Waldorf kindergarten; Sara Frödén and Moira von Wright -- 71. Developing the ability of children to use and construct visual models; Nikolay Veraksa and Aleksander Veraksa -- 72. Montessori education; Christina Gustafsson -- 73. Pedagogy has children's voice - the educational experience of the Reggio Emilia municipal infant-toddler centres and preschools; Claudia Giudici and Paola Cagliari< -- Section 7: Child, Families and Communities -- 74. Introducing reflections; Charlotte Højholt -- 75. Sharing early care: learning from practitioners; Agnes Andenæs and Hanne Haavind -- 76. Children, families, and communities in Brazil: a cultural-ecological approach to child-rearing values and practices; Jonathan R. H. Tudge, Gabriela D. F. Martins, Elisa A. Merçon-Vargas, Letícia L. Dellazzana-Zanon, Cesar A. Piccinini and Lia Freitas -- 77. Children's cultural learning in everyday family life exemplified at the dinner setting; Mariane Hedegaard -- 78. Domesticating markets: early-years education and middle-class parenting in India; Henrike Donner -- 79. Creatively enhancing community transformation through work with children and families; Fernanda Coelho Liberali and Alzira Shimoura -- 80. Children participating and developing agency in and across various social practices; Charlotte Højholt and Dorte Kousholt -- 81. Towards a posthuman developmental psychology of child, families and communities; Erica Burman. Tipo de medio : Computadora Summary : This international handbook gives a comprehensive overview of findings from longstanding and contemporary research, theory, and practices in early childhood education in the Northern and Southern hemispheres. The first volume of the handbook addresses theory, methodology, and the research activities and research needs of particular regions. The second volume examines in detail innovations and longstanding programs, curriculum and assessment, and conceptions and research into child, family and communities. The two volumes of this handbook address the current theory, methodologies and research needs of specific countries and provide insight into existing global similarities in early childhood practices. By paying special attention to what is happening in the larger world contexts, the volumes provide a representative overview of early childhood education practicesand research, and redress the current North-South imbalance of published work on the subject. . Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] International Handbook of Early Childhood Education [documento electrónico] / Fleer, Marilyn, ; van Oers, Bert,  . -  1 ed.  . - London [UK] : Springer, 2018 . - XLV, 1620 p. 80 ilustraciones. ISBN : 978-94-024-0927-7 Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Educación  Niño  Estudios curriculares  Política y política educativa  Educación internacional y comparada  Política familiar  Educación y estado  Educación comparada  Educación con vocación internacional  Educación de la primera infancia Clasificación: 372.21 Educación preescolar Resumen: Este manual internacional ofrece una descripción general completa de los hallazgos de investigaciones, teorías y prácticas contemporáneas y de larga data en la educación de la primera infancia en los hemisferios norte y sur. El primer volumen del manual aborda la teoría, la metodología y las actividades de investigación y las necesidades de investigación de regiones particulares. El segundo volumen examina en detalle innovaciones y programas de larga data, currículo y evaluación, y concepciones e investigaciones sobre el niño, la familia y las comunidades. Los dos volúmenes de este manual abordan la teoría, las metodologías y las necesidades de investigación actuales de países específicos y brindan información sobre las similitudes globales existentes en las prácticas de la primera infancia. Al prestar especial atención a lo que está sucediendo en los contextos mundiales más amplios, los volúmenes brindan una descripción general representativa de las prácticas e investigaciones en educación de la primera infancia, y corrigen el actual desequilibrio Norte-Sur de los trabajos publicados sobre el tema. . Nota de contenido: Volume 1 Section 1: Theoretical Perspectives -- 1. International trends in research: redressing the north-south balance in what matters for early childhood education research; Marilyn Fleer and Bert van Oers -- 2. Governing childhood; Iris Duhn -- 3. 'Humpty Dumpty' - teaching strategy or postcolonial method: what do we know about power, voice and identity within early childhood education in the 21st Century?; Karen Martin -- 4. Engaging with the conceptual tools and challenges of poststructural theories; Affrica Taylor -- 5. Early years education in the Anthropocene: an ecophenomenology of children's experience; Phillip G. Payne -- Section 2: Research Methodologies -- 6. (Co)-researching with children; Alma Fleet and Deborah Harcourt -- 7. Policy analysis and document research; Chris Peers -- 8. Mixed methods in early childhood education; Judith Schoonenboom -- 9. Narrative learning of literacy; Pentti Hakkarainen and Marja-Leena Vuorinen -- 10. Current approaches in quantitative research in early childhood education; Linda J. Harrison and Cen Wang -- Section 3: Contemporary Research and Evidence - early childhood education globally: Western Europe and UK -- 11. Introduction to Western Europe & UK; David Whitebread -- 12. Neuroscience and early childhood education; Lysandra Sinclaire-Harding, Laura Vuillier and David Whitebread -- 13. School readiness in Europe: issues and evidence; Sue Bingham1 and David Whitebread -- 14. Early childhood education with disadvantaged children: Actions for success; Marta Soler and Ainhoa Flecha -- 15. Professional development in a competent system: an emergent culture of professionalization; Florence Pirard, Pascale Camus and Jean-Marie Barbier -- 16. Contemporary research in early childhood: roots and perspectives; Elena Kravtsova, Nikolai Veraksa and Nikolai Veresov -- 17. Symbolic means in the educational programs for preschool children in Russia; Nina Salmina and Aleksander Veraksa -- 18. Pre-school education in Ukraine; Roman Shiyan, Igor Shiyan and Natalia Sofiy -- 19. Pedagogical center "experiment": the peculiarities in preschool education in Holistic Developing Education (HDE); Bronislav Zeltserman, Latvia Riga, Margarita Dubina, Margarita Dragile, Maria Pekarskaya, Irina Maluhina and Inta Baltina -- 20. Introduction – early childhood in the Australasian region; Jane Bone -- 21. The historical emergence of early childhood education research in Australia; Joyce Nuttall and Sue Grieshaber -- 22. Connections between early childhood policy and research in Aotearoa New Zealand: 1970s-2010s; Anne Smith and Helen May -- 23. Towards Wawasan Brunei 2035: early childhood education and development in Brunei Darussalam; Hanapi bin Mohamad, Rosyati M.Yaakub, Emma Claire Pearson and Jennifer Tan Poh Sim -- 24. Early childhood education in Bangladesh: a review of policies, practices and research; Shukla Sikder and Laila Farhana Apnan Banu -- 25. Early childhood education reform: crisis and changes; Liang Li,Yuejuan Pan and Xiaoying Wang -- 26. Early childhood education and development in China; Yuejuan Pan, Xiaoying Wang and Liang Li -- 27. History and reform of early childhood care and education (ECCE) in Japan; Xiangying Liu and Chiafen Lin -- 28. Early childhood education and development in Singapore; Sirene May-Yin Lim -- 29. Vietnam early childhood education; Phan Thi Thu Hien -- 30. Examining early childhood education system in Ghana: How can Bourdieuian theorisation support a transformational approach to pedagogy?; Joseph Agbenyega -- 31. Rising from the 'ashes': quality early childhood education as a panacea for national development in Sierra Leone; Eleni Anthinodorou and Joseph Agbenyega -- 32. Early educational practices in Canada and the United States; Artin Göncü1 and Carollee Howes. 33. Early childhood education and care in Canada; Nina Howe, KathleenFlanagan and Michal Perlman -- 34. Early childhood teacher-child relationships in the United States: theory, practices, and regulation; Sandra Soliday Hong and Promjawan Udommana -- 35. Parent involvement in U.S. early childhood education: benefits, limitations, and reconceptualizations; Angela Pons Clifford and Marisha L. Humphries -- 36. Early childhood education and development in Latin America; Rebeca Mejía-Arauz and Gloria Quiñones -- 37. Educational practices and young children's socio-moral development: a cultural psychological approach; Angela Uchoa Branco, Angela Rabelo Barreto and Ália Barrios -- 38. Childhood education in Colombia; Francisco José and Rengifo-Herrera -- 39. Early childhood education in Chile; Rodrigo A. Cárcamo -- 40. Early childhood education in Guatemala; María Eugenia Rabbe -- 41. Early childhood education and development in Mexico; Rebeca Mejía-Arauz and Gloria Quiñones< -- 42. Early childhood education in Peru; Susana Frisancho and María Isabel La Rosa -- 43. The Nordic perspective on early childhood education and care; Stig Broström, Johanna Einarsdottir and Ingrid Pramling Samuelsson -- 44. Outdoor education in the Nordic region; Ellen Beate Hansen Sandseter and Olav Bjarne Lysklett -- 45. Toddlers in Nordic early childhood education and care; Anne Greve and Ole Henrik Hansen -- 46. Values in Nordic early childhood education – democracy and the child's perspective; Anette Emilson and Eva Johansson. Volume 2 47. New directions in early childhood education practice: international developments and practice gaps; Marilyn Fleer, Feiyan Chen and Bert van Oers -- Section 4: Innovative and Longstanding Programs -- 48. Longstanding and innovative programs in early childhood education: an introduction; Bert van Oers -- 49. Piramide; I.G.M. Koerhuis, M. Boontje, H. van Boxtel, D. Breebaart and M. op den Kamp -- 50. The 'Golden Key' program, and its cultural-historical basis; Gennady Kravtsov and Elena Kravtsova -- 51. The program of developmental (narrative) play pedagogy; Pentti Hakkarainen1 and Milda Bredikyte -- 52. The key to learning curriculum; Nikolay Veraksa and Galina Dolya -- 53. Te Whāriki; Ken Blaiklock -- 54. Tools of the mind: a Vygotskian early childhood curriculum; Elena Bodrova1 and Deborah J. Leong -- 55. Developmental Education for young children in the Netherlands: Basic Development; Bea Pompert and Marjolein Dobber -- Section 5: Curriculum and Assessment -- 56. Introduction to the theme of early childhood curriculum and assessment; Geerdina van der Aalsvoort -- 57. Curriculum and assessment in Brazilian early childhood education; Maria Malta Campos -- 58. Review and reflection on the curriculum reform of early childhood education in China; Jiaxiong Zhu and Jie Zhang -- 59. Constructing early childhood curriculum and assessing young children in Israel's mosaic of cultures; David Brody -- 60. Recent developments in curriculum and assessment in the early years in Australia; Susan Grieshaber -- 61. Supporting the application of playful learning and playful pedagogies in the early years curriculum through observation, interpretation and reflection; Pat Broadhead -- 62. Making the case for playful learning; Hande Ilgaz, Brenna Hassinger-Das, Kathy Hirsch-Pasek and Roberta Michnick Golinkof -- 63. Children's perspective to curriculum work: meaningful moments in Finnish early childhood education; Lasse Lipponen, Kristiina Kumpulainen and Maiju Paananen -- 64. Assessing young children's learning and behavior in the classroom; a complexity approach; HenderienSteenbeek and Paul van Geert -- 65. Conclusions and discussion; Geerdina van der Aalsvoort -- Section 6: Pedagogies in early childhood education -- 66. Pedagogies in early childhood education; Niklas Pramling and Ingrid Pramling Samuelsson -- 67. F.A.W. Fröbel 1782–1852; Jan-Erik Johansson -- 68. Educational tenets of the Highscope curriculum; Ann S. Epstein and Lawrence J. Schweinhart -- 69. Developmentally appropriate practice in the 21st century; Kay Sanders and Flora Farago -- 70. The Waldorf kindergarten; Sara Frödén and Moira von Wright -- 71. Developing the ability of children to use and construct visual models; Nikolay Veraksa and Aleksander Veraksa -- 72. Montessori education; Christina Gustafsson -- 73. Pedagogy has children's voice - the educational experience of the Reggio Emilia municipal infant-toddler centres and preschools; Claudia Giudici and Paola Cagliari< -- Section 7: Child, Families and Communities -- 74. Introducing reflections; Charlotte Højholt -- 75. Sharing early care: learning from practitioners; Agnes Andenæs and Hanne Haavind -- 76. Children, families, and communities in Brazil: a cultural-ecological approach to child-rearing values and practices; Jonathan R. H. Tudge, Gabriela D. F. Martins, Elisa A. Merçon-Vargas, Letícia L. Dellazzana-Zanon, Cesar A. Piccinini and Lia Freitas -- 77. Children's cultural learning in everyday family life exemplified at the dinner setting; Mariane Hedegaard -- 78. Domesticating markets: early-years education and middle-class parenting in India; Henrike Donner -- 79. Creatively enhancing community transformation through work with children and families; Fernanda Coelho Liberali and Alzira Shimoura -- 80. Children participating and developing agency in and across various social practices; Charlotte Højholt and Dorte Kousholt -- 81. Towards a posthuman developmental psychology of child, families and communities; Erica Burman. Tipo de medio : Computadora Summary : This international handbook gives a comprehensive overview of findings from longstanding and contemporary research, theory, and practices in early childhood education in the Northern and Southern hemispheres. The first volume of the handbook addresses theory, methodology, and the research activities and research needs of particular regions. The second volume examines in detail innovations and longstanding programs, curriculum and assessment, and conceptions and research into child, family and communities. The two volumes of this handbook address the current theory, methodologies and research needs of specific countries and provide insight into existing global similarities in early childhood practices. By paying special attention to what is happening in the larger world contexts, the volumes provide a representative overview of early childhood education practicesand research, and redress the current North-South imbalance of published work on the subject. . Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]

Perezhivanie, Emotions and Subjectivity / Fleer, Marilyn ; González Rey, Fernando ; Veresov, Nikolai  

Permalink

---

1 (1 - 6 / 6) Ver por página : 25 50 100 200