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These companion volumes bring together research and theoretical
work that addresses the relations between social context and the
development of children. They allow for the in-depth discussion of
a number of vital metatheoretical, theoretical, and methodological
issues that have emerged as a result of increased investigation in
these areas. For example: Which methodological and statistical
procedures are appropriate and applicable to studies of social
context and processes of development? Should the nature of social
context be reconceptualized as something more than different levels
of some social independent variable? Are theories of development
that do not consider social context incomplete? Will the
increasingly finer definitions of social context lead to extreme
situationism and contextualism? As developmental theory and
investigation continues to address relationships between social and
cognitive development, it becomes increasingly important that
issues concerning social context be elaborated and discussed.
There are numerous publications about education and technology.
What is missing is a balanced appraisal of the values and cognitive
skills technology promotes and those it devalues. This is important
for education because the way we teach influences how children
think, and it is of more general importance for the evolution of
society. If we wait until these issue are definitively resolved and
have noticeable societal effects, it will inevitably be too late.
Hence the need for informed debate now.
There are numerous publications about education and technology.
What is missing is a balanced appraisal of the values and cognitive
skills technology promotes and those it devalues. This is important
for education because the way we teach influences how children
think, and it is of more general importance for the evolution of
society. If we wait until these issue are definitively resolved and
have noticeable societal effects, it will inevitably be too late.
Hence the need for informed debate now.
This book unites research and theoretical work that addresses
the relations between social interaction and the development of
children's understanding. Contributors present and discuss research
on the roles adults and/or peers play in children's development.
They report results of research on social interaction and the
development of preschool-aged and elementary school children's
understanding in areas such as: use of metacognitive strategies,
understanding of social events, moral and affective development,
use of planning skills, knowledge of social conventions, and
development of play interests. Across all contexts, the role of
others is discussed as providing support, direction, or challenge
for children's developing understanding. Changes in children's
understanding, in turn, simultaneously inform interactional
adjustments by both children and others. It is the recognition and
consideration of this complementary relationsip between developing
understanding and organization of social interactions that provies
the volume's unifying theme.
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