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This reader explores the nature of interactions between children
and their teachers in the classroom. It emphasises the importance
of such relationships for children's learning and for educational
practice. Part 1 looks at different cultural conceptions of the
teacher-learner relationship, and how this relates to schooling,
cognitive development and the aquisition of knowledge. Part 2 takes
a closer look at the role of language and dialogue in interactions
between adults and children in classrooms. Part 3 describes
research by developmental psychologists on peer interaction and
collaborative learning, and discusses how it has advanced our
understanding of how children learn from each other. Part 4
considers the implications of classroom-based collaborative
learning initiatives and the potential for creating 'communities of
enquiry' which change how we think about knowledge acquisition.
This book explores children's social relationships in and out of
the classroom. Chapters focus on the growing importance of
children's friendships and how these influence social participation
and development later on in life. Issues such as peer rejection,
bullying and adolescent development are analysed from both
psychological and sociological perspectives. The book concludes
with a re-examination of cultural concepts of childhood, child
development and the nature of children's autonomy.
This reader explores the nature of interactions between children
and their teachers. Part one looks at different cultural
conceptions of the teacher-learner relationship, and how this
relates to schooling, cognitive development and the aquisition of
knowledge. Part two takes a closer look at the role of language and
dialogue in interactions between adults and children in classrooms.
Part three provides an overview of current research on
collaborative learning. Part four looks at the potential impact of
new technology on children's learning and cognition and its role in
creating global learning communities.
This reader explores the nature of interactions between children and their teachers in the classroom. It emphasises the importance of such relationships for children's learning and for educational practice. Part 1 looks at different cultural conceptions of the teacher-learner relationship, and how this relates to schooling, cognitive development and the aquisition of knowledge. Part 2 takes a closer look at the role of language and dialogue in interactions between adults and children in classrooms. Part 3 describes research by developmental psychologists on peer interaction and collaborative learning, and discusses how it has advanced our understanding of how children learn from each other. Part 4 considers the implications of classroom-based collaborative learning initiatives and the potential for creating 'communities of enquiry' which change how we think about knowledge acquisition.
Using the examples of attachment theory and language development,
part one of this book elaborates a cultural approach to early
development. Part two considers children's emerging capacities for
empathy, perspective taking and social understanding, exploring how
young children negotiate, talk about and play out relationship
themes. The way children learn through relationships is examined in
Part three - which covers topics such as "scaffolding" learning,
and how children learn to collaborate with each other. Part four
returns to the issue of cultural variation, asking how far textbook
accounts of early social relationships reflect particular cultural
beliefs and practices, and taking examples from such diverse
contexts as Cameroon, Guatemala, Italy, Japan and the United
States.
First published in 1991. Routledge is an imprint of Taylor and
Francis, an informa company.
This reader contains source material for an up-to-date study of
child development as it applies to major issues in child care and
education. The emphasis is on studying early childhood in cultural
contexts - in families and in preschool settings. Part 1 elaborates
a socio-cultural approach to early development, taking emotional
attachment, communication and language and daycare as examples.
Part 2 considers how children's emerging capacities for empathy,
inter-subjectivity and social understanding enable them to
negotiate, talk about and play out relationship themes, both in the
family and preschool. Part 3 concentrates on early learning, with
chapters on the way parents support children's acquisition of new
skills, young children negotiating their role in learner-teacher
relationships and toddlers learning to collaborate with each other.
Part 4 continues the theme of children's initiation into
socio-cultural practices from a cross-cultural perspective, with
studies drawn from such diverse contexts as Cameroon, Guatemala,
Italy, Japan and the United States. This is the first of three
readers which have been specially prepared as readers for the Open
University MA Course: ED840 Child Development in Families, Schools
and Society.
This first volume of readings for the "Child Development in Social
Context" series concentrates on the development of infants. While
not neglecting the discoveries of laboratory research in recent
years, it emphasizes the growing concern of the discipline with
naturalistic observations of everyday life, and shows how analysis
of these can enrich our understanding of the relation between the
behaviour of the caregiver and the emerging competencies of the
child. The cross-cultural dimension of early development is a
particular focus of this volume.
Contents: Part 1: Concepts of Childhood, Concepts of Parenthood Part 2: Frameworks for Child Care Part 3: Expectations in Early Education Part 4: Pupil Perspectives on Classrooms and Playgrounds Part 5: Gender, Race and the Experience of Schooling
Contents: Part 1: Perspectives on Development and Education Part 2: Teaching and Learning Interactions Part 3: Tools for Thought Part 4: Context and Cognition
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