|
Showing 1 - 7 of
7 matches in All Departments
This book brings together key authors from the Nordic countries
(Sweden, Finland, Norway, Denmark and Iceland) to discuss
theoretical and empirical research on families and children.
Sharing the Nordic perspective from each of the five countries, the
book highlights key ideas within and across the countries. The
chapters provide an understanding of the history of the Nordic
perspectives of family and children, present current innovative
research on solutions to complex issues, and explore contemporary
issues. Nordic countries continually attain high scores in
lifestyle measures, quality of life and children's outcomes. Much
of this has to do with the specific culture and policy of the
Nordic countries. Written by academics within the region who are
well regarded for contributing to academic and public debate, this
book will appeal to an international audience interested in the
Nordic perspective and social policy around family and children.
This book brings together key authors from the Nordic countries
(Sweden, Finland, Norway, Denmark and Iceland) to discuss
theoretical and empirical research on families and children.
Sharing the Nordic perspective from each of the five countries, the
book highlights key ideas within and across the countries. The
chapters provide an understanding of the history of the Nordic
perspectives of family and children, present current innovative
research on solutions to complex issues, and explore contemporary
issues. Nordic countries continually attain high scores in
lifestyle measures, quality of life and children's outcomes. Much
of this has to do with the specific culture and policy of the
Nordic countries. Written by academics within the region who are
well regarded for contributing to academic and public debate, this
book will appeal to an international audience interested in the
Nordic perspective and social policy around family and 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.
This book provides a philosophical, socio-political and theoretical
understanding of the notion of Becoming in the context of the
related concepts, and in contemplation of the notion of Being.
Deriving from different traditions from various countries, these
concepts act as windows on contemporary early years settings and
communities around the world where adults map out infant becomings.
This book is a valuable resource for early childhood educators,
students, professionals, researchers, and policy makers around the
globe who seek to understand the locatedness of infant becomings in
space and time.
This book provides a philosophical, socio-political and theoretical
understanding of the notion of Becoming in the context of the
related concepts, and in contemplation of the notion of Being.
Deriving from different traditions from various countries, these
concepts act as windows on contemporary early years settings and
communities around the world where adults map out infant becomings.
This book is a valuable resource for early childhood educators,
students, professionals, researchers, and policy makers around the
globe who seek to understand the locatedness of infant becomings in
space and time.
This book uses the concept of exploration as a way of understanding
transitions in children between the ages of 5 to 18 years old.
Written by an international group of scholars from Australia,
Brazil, China, Denmark, Finland, Greenland, India, Norway and the
UK, the chapters offer a diverse set of case studies. The topics
and themes covered include transitions in outdoor playtime, the
transition to daycare, compassion in kindergarten, learning with
fathers, transitions of Chinese traditional culture and disability.
The chapters are organised into two parts, the first part covering
macro transitions and the second covering micro-genetic
transitions. The contributors show how both macro and micro-genetic
transitions influence children's everyday lives, and how these
different transitions open up new possibilities for play, learning
and development. The contributors draw on Vygotsky's cultural
historical theory and the understanding that children's cultural
formation takes form in a dialectic relation between children's
interests and motives and the institutional settings they
participate in.
|
You may like...
Higher
Michael Buble
CD
(1)
R487
Discovery Miles 4 870
|