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This open access book develops a theoretical concept of teaching
that is relevant to early childhood education, and based on
children's learning and development through play. It discusses
theoretical premises and research on playing and learning, and
proposes the development of play-responsive didaktik. It examines
the processes and products of learning and development, teaching
and its phylogenetic and ontogenetic development, as well as the
'what' of learning and didaktik. Next, it explores the actions,
objects and meaning of play and provides insight into the diversity
of beliefs about the practices of play. The book presents ideas on
how combined research and development projects can be carried out,
providing incentive and a model for practice development and
research. The second part of the book consists of empirical studies
on teacher's playing skills and examples of play with very young as
well as older children.
This open access book addresses the growing trend in the field of
early childhood education and care (ECEC) research named
collaborative knowledge building in which researchers and ECEC
personnel collaborate. This kind of research encompasses a number
of approaches, such as design studies, action studies, Learning
Studies, Lesson Studies, and combined research and development
studies. There are important differences between these approaches,
but they also share some features, which makes it possible to see
them as examples of a particular tradition of knowledge building.
Collaborative knowledge building constitutes close ties between
developing practices of early childhood education and care, and
generating empirically grounded theoretical knowledge. This book
contributes to the methodology of practices-developing research by
mapping this movement through exemplifying themes actualised in
such studies, and through conceptualizing important and recurring
gains and challenges. It also describes how the latter can be taken
on.
This open access book addresses the growing trend in the field of
early childhood education and care (ECEC) research named
collaborative knowledge building in which researchers and ECEC
personnel collaborate. This kind of research encompasses a number
of approaches, such as design studies, action studies, Learning
Studies, Lesson Studies, and combined research and development
studies. There are important differences between these approaches,
but they also share some features, which makes it possible to see
them as examples of a particular tradition of knowledge building.
Collaborative knowledge building constitutes close ties between
developing practices of early childhood education and care, and
generating empirically grounded theoretical knowledge. This book
contributes to the methodology of practices-developing research by
mapping this movement through exemplifying themes actualised in
such studies, and through conceptualizing important and recurring
gains and challenges. It also describes how the latter can be taken
on.
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