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 [...]

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