Cultural-historical approaches to studying learning and development : societal, institutional and personal perspectives
著者
書誌事項
Cultural-historical approaches to studying learning and development : societal, institutional and personal perspectives
（Perspectives in cultural-historical research / series editors Marilyn Fleer, Fernando González Rey, Elena Kravtsova, Nikolai Veresov, v. 6）
Springer, c2019
大学図書館所蔵 件 / 全3件
-
該当する所蔵館はありません
- すべての絞り込み条件を解除する
注記
Includes bibliographical references and index
内容説明・目次
内容説明
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.
目次
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 Hedegaards contribution to developmental didactics and to pedagogical research in the brazilian context.
「Nielsen BookData」 より