Cultural-Historical Approaches to Studying Learning and Development Societal, Institutional and Personal Perspectives /

• Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
• Άλλοι συγγραφείς: Edwards, Anne (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt), Fleer, Marilyn (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt), Bøttcher, Louise (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt)
• Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: Singapore : Springer Singapore : Imprint: Springer, 2019.
• Έκδοση: 1st ed. 2019.
• Σειρά: Perspectives in Cultural-Historical Research, 6
• Θέματα: Educational psychology.; Education-Psychology.; Developmental psychology.; Child development.; Infant psychology.; Childhood.; Adolescence.; Educational Psychology.; Developmental Psychology.; Early Childhood Education.; Infancy and Early Childhood Development.; Childhood, Adolescence and Society.

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 Hedeg...

Πίνακας περιεχομένων:

• 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.