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The Resource Cultural-Historical Approaches to Studying Learning and Development : Societal, Institutional and Personal Perspectives, editors, Anne Edwards, Marilyn Fleer and Louise Bøttcher

Cultural-Historical Approaches to Studying Learning and Development : Societal, Institutional and Personal Perspectives, editors, Anne Edwards, Marilyn Fleer and Louise Bøttcher

Editor
Contributor
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
Language
eng
Work
Publication
Extent
1 online resource.
Contents
  • Intro; Contents; About the Editors; 1 Cultural-Historical Approaches to Studying Learning and Development: Societal, Institutional and Personal Perspectives; Abstract; 1.1 Introduction; 1.1.1 Key Concepts in Hedegaard's Research Methodology; 1.2 Cultural-Historical Methods for Studying Children; 1.3 Studies of Child Development from a Wholistic Perspective; 1.4 Life in Schools; 1.5 Methodological Approaches and Philosophical Considerations; References; 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 DevelopmentAbstract; 2.1 Introduction; 2.2 Experimental Research Falls Short on Explaining Children's Thinking; 2.3 An Incident That Had Consequences for My Research Approach; 2.4 Studying Children's Activities in Everyday Social Situations; 2.4.1 The Interaction-Based Observation Method; 2.4.2 Play as Central in Children Concept Formation and Thinking in Early Childhood; 2.5 Differences Between Institutional Practice and What This Means for Children's Development
  • 2.6 The Double Move in Teaching Evolves into Radical Local Teaching and Learning2.6.1 The Double Move in Teaching; 2.6.2 Radical Local Teaching and Learning; 2.7 Activity Settings and Children's Social Situations; 2.8 Seeing Oppositions and Conflicts Between Children's Motive Orientation, and the Demands They Met in Their Everyday Social Situations as a Way to Conceptualise Development; 2.8.1 Societal Conditions for Practice in the Family; 2.8.2 Children's Motive Orientation; 2.8.3 Demands, Support and Opposition in the Homework Settings; 2.9 Conclusion; References
  • 3 Psychological Content of Developmental Education in the Cultural-Historical ApproachAbstract; References; 4 A Collective Social Situation of Development for Understanding Play in Families; Abstract; 4.1 Introduction; 4.2 Researching Play in Families; 4.3 The Analytical Concepts of Motive, Demands, and the Social Situation of Development for Studying Play Settings; 4.4 Play in the Westernport Family; 4.5 The Social Situation of Development of Football Play; 4.5.1 Demands; 4.5.2 Social Situation of Development; 4.5.3 Developing a Social Position as a Football Player
  • 4.6 Development of New Psychological Formations-from Object Play to Games with Rules4.6.1 Demands; 4.6.2 Social Situation of Development; 4.6.3 Developing a Social Position as a Player; 4.7 Discussion; 4.8 Conclusion; References; 5 The Cultural Nature of the Zone of Proximal Development: Young People with Severe Disabilities and Their Development of Independence; Abstract; 5.1 Introduction and Aim; 5.2 Vygotsky and Development with a Disability; 5.3 Motives and Planes of Analysis; 5.4 Presentation of the Participants in the Study
Isbn
9789811368257
Instance
Label
Cultural-Historical Approaches to Studying Learning and Development : Societal, Institutional and Personal Perspectives
Title
Cultural-Historical Approaches to Studying Learning and Development
Title remainder
Societal, Institutional and Personal Perspectives
Statement of responsibility
editors, Anne Edwards, Marilyn Fleer and Louise Bøttcher
Contributor
Editor
Subject
Language
eng
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
Member of
Cataloging source
N$T
Dewey number
305.231
Index
index present
LC call number
LB1115
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
http://library.link/vocab/relatedWorkOrContributorDate
1946-
http://library.link/vocab/relatedWorkOrContributorName
  • Edwards, Anne
  • Fleer, Marilyn
  • Bøttcher, Louise
Series statement
Perspectives in cultural-historical research
Series volume
volume 6
http://library.link/vocab/subjectName
  • Child development
  • Child development
  • Learning
  • Learning
  • Educational Psychology
  • Developmental Psychology
  • Early Childhood Education
  • Infancy and Early Childhood Development
  • Childhood, Adolescence and Society
Label
Cultural-Historical Approaches to Studying Learning and Development : Societal, Institutional and Personal Perspectives, editors, Anne Edwards, Marilyn Fleer and Louise Bøttcher
Instantiates
Publication
Antecedent source
unknown
Bibliography note
Includes bibliographical references and index
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • Intro; Contents; About the Editors; 1 Cultural-Historical Approaches to Studying Learning and Development: Societal, Institutional and Personal Perspectives; Abstract; 1.1 Introduction; 1.1.1 Key Concepts in Hedegaard's Research Methodology; 1.2 Cultural-Historical Methods for Studying Children; 1.3 Studies of Child Development from a Wholistic Perspective; 1.4 Life in Schools; 1.5 Methodological Approaches and Philosophical Considerations; References; 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 DevelopmentAbstract; 2.1 Introduction; 2.2 Experimental Research Falls Short on Explaining Children's Thinking; 2.3 An Incident That Had Consequences for My Research Approach; 2.4 Studying Children's Activities in Everyday Social Situations; 2.4.1 The Interaction-Based Observation Method; 2.4.2 Play as Central in Children Concept Formation and Thinking in Early Childhood; 2.5 Differences Between Institutional Practice and What This Means for Children's Development
  • 2.6 The Double Move in Teaching Evolves into Radical Local Teaching and Learning2.6.1 The Double Move in Teaching; 2.6.2 Radical Local Teaching and Learning; 2.7 Activity Settings and Children's Social Situations; 2.8 Seeing Oppositions and Conflicts Between Children's Motive Orientation, and the Demands They Met in Their Everyday Social Situations as a Way to Conceptualise Development; 2.8.1 Societal Conditions for Practice in the Family; 2.8.2 Children's Motive Orientation; 2.8.3 Demands, Support and Opposition in the Homework Settings; 2.9 Conclusion; References
  • 3 Psychological Content of Developmental Education in the Cultural-Historical ApproachAbstract; References; 4 A Collective Social Situation of Development for Understanding Play in Families; Abstract; 4.1 Introduction; 4.2 Researching Play in Families; 4.3 The Analytical Concepts of Motive, Demands, and the Social Situation of Development for Studying Play Settings; 4.4 Play in the Westernport Family; 4.5 The Social Situation of Development of Football Play; 4.5.1 Demands; 4.5.2 Social Situation of Development; 4.5.3 Developing a Social Position as a Football Player
  • 4.6 Development of New Psychological Formations-from Object Play to Games with Rules4.6.1 Demands; 4.6.2 Social Situation of Development; 4.6.3 Developing a Social Position as a Player; 4.7 Discussion; 4.8 Conclusion; References; 5 The Cultural Nature of the Zone of Proximal Development: Young People with Severe Disabilities and Their Development of Independence; Abstract; 5.1 Introduction and Aim; 5.2 Vygotsky and Development with a Disability; 5.3 Motives and Planes of Analysis; 5.4 Presentation of the Participants in the Study
Dimensions
unknown
Extent
1 online resource.
File format
unknown
Form of item
online
Isbn
9789811368257
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other control number
10.1007/978-981-13-6826-4
http://library.link/vocab/ext/overdrive/overdriveId
com.springer.onix.9789811368264
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
  • on1091234994
  • (OCoLC)1091234994
Label
Cultural-Historical Approaches to Studying Learning and Development : Societal, Institutional and Personal Perspectives, editors, Anne Edwards, Marilyn Fleer and Louise Bøttcher
Publication
Antecedent source
unknown
Bibliography note
Includes bibliographical references and index
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • Intro; Contents; About the Editors; 1 Cultural-Historical Approaches to Studying Learning and Development: Societal, Institutional and Personal Perspectives; Abstract; 1.1 Introduction; 1.1.1 Key Concepts in Hedegaard's Research Methodology; 1.2 Cultural-Historical Methods for Studying Children; 1.3 Studies of Child Development from a Wholistic Perspective; 1.4 Life in Schools; 1.5 Methodological Approaches and Philosophical Considerations; References; 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 DevelopmentAbstract; 2.1 Introduction; 2.2 Experimental Research Falls Short on Explaining Children's Thinking; 2.3 An Incident That Had Consequences for My Research Approach; 2.4 Studying Children's Activities in Everyday Social Situations; 2.4.1 The Interaction-Based Observation Method; 2.4.2 Play as Central in Children Concept Formation and Thinking in Early Childhood; 2.5 Differences Between Institutional Practice and What This Means for Children's Development
  • 2.6 The Double Move in Teaching Evolves into Radical Local Teaching and Learning2.6.1 The Double Move in Teaching; 2.6.2 Radical Local Teaching and Learning; 2.7 Activity Settings and Children's Social Situations; 2.8 Seeing Oppositions and Conflicts Between Children's Motive Orientation, and the Demands They Met in Their Everyday Social Situations as a Way to Conceptualise Development; 2.8.1 Societal Conditions for Practice in the Family; 2.8.2 Children's Motive Orientation; 2.8.3 Demands, Support and Opposition in the Homework Settings; 2.9 Conclusion; References
  • 3 Psychological Content of Developmental Education in the Cultural-Historical ApproachAbstract; References; 4 A Collective Social Situation of Development for Understanding Play in Families; Abstract; 4.1 Introduction; 4.2 Researching Play in Families; 4.3 The Analytical Concepts of Motive, Demands, and the Social Situation of Development for Studying Play Settings; 4.4 Play in the Westernport Family; 4.5 The Social Situation of Development of Football Play; 4.5.1 Demands; 4.5.2 Social Situation of Development; 4.5.3 Developing a Social Position as a Football Player
  • 4.6 Development of New Psychological Formations-from Object Play to Games with Rules4.6.1 Demands; 4.6.2 Social Situation of Development; 4.6.3 Developing a Social Position as a Player; 4.7 Discussion; 4.8 Conclusion; References; 5 The Cultural Nature of the Zone of Proximal Development: Young People with Severe Disabilities and Their Development of Independence; Abstract; 5.1 Introduction and Aim; 5.2 Vygotsky and Development with a Disability; 5.3 Motives and Planes of Analysis; 5.4 Presentation of the Participants in the Study
Dimensions
unknown
Extent
1 online resource.
File format
unknown
Form of item
online
Isbn
9789811368257
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other control number
10.1007/978-981-13-6826-4
http://library.link/vocab/ext/overdrive/overdriveId
com.springer.onix.9789811368264
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
  • on1091234994
  • (OCoLC)1091234994

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