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
Resource Information
The item Cultural-Historical Approaches to Studying Learning and Development : Societal, Institutional and Personal Perspectives, editors, Anne Edwards, Marilyn Fleer and Louise Bøttcher represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Sydney Jones Library, University of Liverpool.This item is available to borrow from 1 library branch.
Resource Information
The item Cultural-Historical Approaches to Studying Learning and Development : Societal, Institutional and Personal Perspectives, editors, Anne Edwards, Marilyn Fleer and Louise Bøttcher represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Sydney Jones Library, University of Liverpool.
This item is available to borrow from 1 library branch.
- 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
- 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
- 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
- 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
- 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
- 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
- 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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<div class="citation" vocab="http://schema.org/"><i class="fa fa-external-link-square fa-fw"></i> Data from <span resource="http://link.liverpool.ac.uk/portal/Cultural-Historical-Approaches-to-Studying/Derjb2oJBMM/" typeof="Book http://bibfra.me/vocab/lite/Item"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.liverpool.ac.uk/portal/Cultural-Historical-Approaches-to-Studying/Derjb2oJBMM/">Cultural-Historical Approaches to Studying Learning and Development : Societal, Institutional and Personal Perspectives, editors, Anne Edwards, Marilyn Fleer and Louise Bøttcher</a></span> - <span property="potentialAction" typeOf="OrganizeAction"><span property="agent" typeof="LibrarySystem http://library.link/vocab/LibrarySystem" resource="http://link.liverpool.ac.uk/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.liverpool.ac.uk/">Sydney Jones Library, University of Liverpool</a></span></span></span></span></div>