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Developmental Education is an approach to education in school that
aims at promoting children's cultural development and their
abilities to participate autonomously and well-informed in the
cultural practices of their community. From the point of view of
Cultural-historical Activity theory (CHAT), a play-based curriculum
has been developed over the past decades for primary school, which
presents activity contexts for pupils in the classroom that create
learning and teaching opportunities for helping pupils with
appropriating cultural knowledge, skills, and moral understandings
in meaningful ways. The approach is implemented in numerous Dutch
primary schools classrooms with the explicit intention to support
the learning of both pupils and teachers. The book focuses
especially on education of young children (4 - 8 years old) in
primary school and presents the underpinning concepts of this
approach, and chapters on examples of good practices in a variety
of subject matter areas, such as literacy (vocabulary acquisition,
reading, writing), mathematics, and arts. Successful implementation
of Developmental Education in the classroom strongly depends on
dynamic assessment and continuous observations of young pupils'
development. Strategies for implementation of both the teaching
practices and assessment strategies are discussed in detail in the
book.
The Transformation of Learning gives an overview of some
significant advances of the cultural-historical activity theory,
also known as CHAT in the educational domain. Developments are
described with respect to both the theoretical framework and
research. The book's main focus is on the evolution of the learning
concept and school practices under the influence of
cultural-historical activity theory. Activity theory has
contributed to this transformation of views on learning, both
conceptually and practically. It has provided us with a useful
approach to the understanding of learning in cultural contexts.
The Transformation of Learning gives an overview of some
significant advances of the cultural-historical activity theory,
also known as CHAT in the educational domain. Developments are
described with respect to both the theoretical framework and
research. The book's main focus is on the evolution of the learning
concept and school practices under the influence of
cultural-historical activity theory. Activity theory has
contributed to this transformation of views on learning, both
conceptually and practically. It has provided us with a useful
approach to the understanding of learning in cultural contexts.
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