Child Development Within Contexts: Cultural-Historical Research and Educational Practice

Veresov, Nikolai, Kewalramani, Sarika, Ma, Junqian

Child Development Within Contexts: Cultural-Historical Research and Educational Practice
  • 出版商: Springer
  • 出版日期: 2024-04-03
  • 售價: $6,270
  • 貴賓價: 9.5 折 $5,957
  • 語言: 英文
  • 頁數: 195
  • 裝訂: Hardcover - also called cloth, retail trade, or trade
  • ISBN: 9819706912
  • ISBN-13: 9789819706914

    • 海外代購書籍(需單獨結帳)

相關主題

商品描述

This book examines the pedagogical encounters within children's ecological and socio-cultural historical contexts, and aspects of playful learning and development within these contexts. It addresses research and practices varying across learning contexts, providing easily adaptable exemplary practices leading to children's positive learning and development.
The book offers a unified general cultural-historical theoretical model for exploring new contexts at different stages of children's learning and development. It suggests studying contexts as a source of development, as social situations of development. It analyzes play, early learning and the transition from play to school learning. It also explores the role of teachers and parents in supporting the development of executive functions, digital literacy, creative inquiries, problem solving and creativity as necessary and important prerequisites of children's school academic achievements.
This volume contributes to the discourse on how children's learning is shaped in the 21st century era. It equips educators and parents with new and effective methods of creating developing contexts in their daily practice and to fully utilize the developing potential of existing contexts.

商品描述(中文翻譯)

本書探討了兒童在生態和社會文化歷史背景下的教育相遇，以及在這些背景下的遊戲學習和發展方面。它涵蓋了各種學習情境下的研究和實踐，提供了易於適應的示範實踐，以促進兒童的積極學習和發展。

本書提供了一個統一的文化歷史理論模型，用於探索兒童學習和發展的不同階段的新情境。它建議將情境視為發展的來源，作為發展的社會情境。它分析了遊戲、早期學習以及從遊戲到學校學習的過渡。它還探討了教師和家長在支持執行功能、數位素養、創造性探究、問題解決和創造力方面的角色，這些是兒童學校學業成就的必要和重要先決條件。

本書對於探討兒童學習在21世紀時代如何塑造做出了貢獻。它為教育工作者和家長提供了創造發展情境的新方法和有效方法，充分利用現有情境的發展潛力。

作者簡介

Dr. Nikolai Veresov is Associate Professor at Monash University. His area of interests is development in early years, cultural-historical theory and research methodology.

Dr. Sarika Kewalramani is a Senior Lecturer in STEM Education at Swinburne University of Technology. Her current roles as an early years/primary science lecturer has driven her research interests in the area of preschool science curriculum and pedagogy, and inquiry based practices. Her current research projects involve conceptualising kindergarten and preprimary teacher's understanding of both play and inquiry based pedagogies and programs in ways that promote and meaningfully engage young children's learning of science and integration of technologies.

Dr. Junqian Ma is a lecturer at School of Education Science in Nanjing Normal University, China. She was awarded the doctorate degree from Monash University in 2017. Before starting PhD, she worked in a primary school in China as a class teacherand a Chinese language teacher. Her area of interests is cultural-historical theory and child development during the transition period.


作者簡介(中文翻譯)

尼古拉·維列索夫博士是莫納什大學的副教授。他的研究興趣包括早期發展、文化歷史理論和研究方法論。

薩麗卡·凱瓦爾拉馬尼博士是斯威本科技大學的STEM教育高級講師。她目前擔任早期/小學科學講師的角色，並以學前科學課程和教學法以及探究式實踐為研究興趣。她目前的研究項目涉及構思幼兒園和學前教師對遊戲和探究式教學法和課程的理解，以促進和有意義地引導幼兒學習科學和整合技術。

馬君倩博士是中國南京師範大學教育科學學院的講師。她於2017年獲得莫納什大學的博士學位。在攻讀博士學位之前，她曾在中國的一所小學擔任班主任和中文教師。她的研究興趣包括文化歷史理論和過渡期兒童發展。


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