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020 _a9789811368264
024 7 _a10.1007/978-981-13-6826-4
_2doi
040 _cМУБИС
050 4 _aLB1050.9-1091
072 7 _aJNC
_2bicssc
072 7 _aEDU009000
_2bisacsh
072 7 _aJNC
_2thema
082 0 4 _a370.15
_223
245 1 0 _aCultural-Historical Approaches to Studying Learning and Development
_h[electronic resource] :
_bSocietal, Institutional and Personal Perspectives /
_cedited by Anne Edwards, Marilyn Fleer, Louise Bøttcher.
250 _a1st ed. 2019.
264 1 _aSingapore :
_bSpringer Singapore :
_bImprint: Springer,
_c2019.
300 _aXI, 344 p. 22 illus., 7 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aPerspectives in Cultural-Historical Research,
_x2520-1530 ;
_v6
505 0 _a1 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.
520 _aThis 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.
650 0 _aEducational psychology.
650 0 _aEducation—Psychology.
650 0 _aDevelopmental psychology.
650 0 _aChild development.
650 0 _aInfant psychology.
650 0 _aChildhood.
650 0 _aAdolescence.
650 1 4 _aEducational Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O39000
650 2 4 _aDevelopmental Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/Y20010
650 2 4 _aEarly Childhood Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O37000
650 2 4 _aInfancy and Early Childhood Development.
_0https://scigraph.springernature.com/ontologies/product-market-codes/Y12050
650 2 4 _aChildhood, Adolescence and Society.
_0https://scigraph.springernature.com/ontologies/product-market-codes/X22090
700 1 _aEdwards, Anne.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aFleer, Marilyn.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aBøttcher, Louise.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9789811368257
776 0 8 _iPrinted edition:
_z9789811368271
776 0 8 _iPrinted edition:
_z9789811368288
830 0 _aPerspectives in Cultural-Historical Research,
_x2520-1530 ;
_v6
856 4 0 _uhttps://doi.org/10.1007/978-981-13-6826-4
942 _2ddc
_cEBOOK