標題: Titlebook: Child Development Within Contexts; Cultural-Historical Nikolai Veresov,Sarika Kewalramani,Junqian Ma Book 2024 The Editor(s) (if applicabl [打印本頁] 作者: Alacrity 時間: 2025-3-21 16:49
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書目名稱Child Development Within Contexts讀者反饋
書目名稱Child Development Within Contexts讀者反饋學科排名
作者: 玷污 時間: 2025-3-21 20:40
Setting the Scene: Contexts and Development in Early Childhoodts and their role in in child learning and development (attachment theory, ecological theory, transactional theory, cultural psychology). We examine this theoretical panorama in three interrelated dimensions: (1) historical dimension which includes “classical” and emerging contemporary theoretical f作者: mutineer 時間: 2025-3-22 00:46
Cultural-Historical Reconceptualisation of Contexts: Introducing Genetic-Analytical Modelopment of the cultural-historical analysis of the contexts of contemporary childhood. The chapter proposes an advanced theoretical model of analysis of contemporary contexts through the theoretical concepts of social environment, social situation of development, inter/intra-psychological drama and p作者: Pastry 時間: 2025-3-22 05:35 作者: Carcinogenesis 時間: 2025-3-22 10:05 作者: 裂縫 時間: 2025-3-22 14:40 作者: 裂縫 時間: 2025-3-22 18:52
Construction and Reconstruction of the Bi-cultural Context: A Case of a Second-Generation Chinese Auontext through a case study of a second-generation Chinese Australian child, Covin, during his transition to primary school. It begins with illustrating the nature of the bi-cultural context Covin navigated by delineating his Chinese cultural context and his Australian cultural context respectively,作者: 痛苦一生 時間: 2025-3-22 21:43
Using Perezhivanie to Understand the Development of Children’s STEM Learning Dispositions Within Digerning children’s digital-play contexts. This chapter theorises how aspects of perezhivanie—particularly the role of emotions, emotional attitudes, and related experiences—can shape children’s communication and social-emotional learning dispositions within digital-play contexts. We examine how perez作者: 邊緣帶來墨水 時間: 2025-3-23 03:37 作者: 主動 時間: 2025-3-23 09:17
Bringing All Together: Play, Learning, and Development in Contextsygotsky‘s cultural-historical psychology and a further development of the genetic-analytical model (Vygotsky, 1997, Vygotsky, in Vygotsky’s pedological works: Foundations of pedology. Volume 1. Springer, 2019). We also show through several examples of case studies and experimental research how this 作者: 有惡臭 時間: 2025-3-23 13:31 作者: 頑固 時間: 2025-3-23 14:27
Introduction: Contexts and Cultural-Historical Approach to Child Development,hese three main thematic lines, which not only unify the book and run through its entire content determining its composition, are the main substantive discourses that all three authors share and frame their research.作者: charisma 時間: 2025-3-23 21:46
2946-6091 ontexts have on child development in early years and the preThis book examines the pedagogical encounters within children‘s ecological and socio-cultural historical contexts, and aspects of playful learning and development within these contexts. It addresses research and practices varying across lea作者: Extemporize 時間: 2025-3-24 00:53 作者: 失望昨天 時間: 2025-3-24 05:01
Using Perezhivanie to Understand the Development of Children’s STEM Learning Dispositions Within Digd related experiences—can shape children’s communication and social-emotional learning dispositions within digital-play contexts. We examine how perezhivanie contributes to meaning-making through children’s representations as a way to harness STEM learning abilities within digital-play (e.g., robotics and game-based) environments.作者: 引導 時間: 2025-3-24 09:03 作者: 男學院 時間: 2025-3-24 11:43 作者: MONY 時間: 2025-3-24 15:44
Book 2024 development within these contexts. It addresses research and practices varying across learning contexts, providing easily adaptable exemplary practices leading to children‘s positive learning and development.?.The book offers a unified general cultural-historical theoretical model for exploring new作者: Ablation 時間: 2025-3-24 22:35 作者: 巨大沒有 時間: 2025-3-25 00:45 作者: GEN 時間: 2025-3-25 03:21 作者: entitle 時間: 2025-3-25 08:17
Construction and Reconstruction of the Bi-cultural Context: A Case of a Second-Generation Chinese Aual role of the family, kindergarten, and primary school, alongside Covin’s proactive engagement in constructing and reconstructing the bi-cultural context, thereby uncovering an intricate web of cultural negotiation.作者: Limpid 時間: 2025-3-25 12:41 作者: 維持 時間: 2025-3-25 19:51 作者: dura-mater 時間: 2025-3-25 22:52
Cassandra Peinert-Elger,Alexander Magerhansopment of the cultural-historical analysis of the contexts of contemporary childhood. The chapter proposes an advanced theoretical model of analysis of contemporary contexts through the theoretical concepts of social environment, social situation of development, inter/intra-psychological drama and p作者: Gene408 時間: 2025-3-26 02:18
https://doi.org/10.1007/978-3-658-41510-5ay context as a special space of play in which all the main components of play (imaginary situation, play actions, rules, roles) can be seen in a dialectical unity of external and internal aspects. We believe that the concept of play context not only extends the possibilities of analysis and opens u作者: Isthmus 時間: 2025-3-26 06:46 作者: FOVEA 時間: 2025-3-26 11:52
Qualit?tsserien aus Deutschlandcal framework. Grounded in Vygotsky’s cultural-historical theory, it asserts the indispensable role of culture in child?development and critiques the decontextualized study on child development?in existing literature. Employing Veresov’s model, it distinguishes between broad socio-cultural context, 作者: Emmenagogue 時間: 2025-3-26 12:39 作者: hangdog 時間: 2025-3-26 20:16
https://doi.org/10.1007/978-3-658-41982-0erning children’s digital-play contexts. This chapter theorises how aspects of perezhivanie—particularly the role of emotions, emotional attitudes, and related experiences—can shape children’s communication and social-emotional learning dispositions within digital-play contexts. We examine how perez作者: NUDGE 時間: 2025-3-26 22:58 作者: Blatant 時間: 2025-3-27 05:00 作者: inhibit 時間: 2025-3-27 05:41 作者: 離開就切除 時間: 2025-3-27 11:19 作者: muscle-fibers 時間: 2025-3-27 15:21 作者: 生意行為 時間: 2025-3-27 19:43
https://doi.org/10.1007/978-981-97-0692-1Children‘s Transition of Learning; Cultural-historical Theory; Positive Learning Experiences; Social Em作者: Decongestant 時間: 2025-3-27 22:34
978-981-97-0694-5The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapor作者: 皺痕 時間: 2025-3-28 03:36
Child Development Within Contexts978-981-97-0692-1Series ISSN 2946-6091 Series E-ISSN 2946-6105 作者: 功多汁水 時間: 2025-3-28 07:26
https://doi.org/10.1007/978-3-658-42099-4arning stories are presented as part of a multiple-case study and analysed using the concepts of perezhivanie. In the learning stories, we examine the role of how children’s playing within digital play contexts can support the development of the foundational skills for STEM learning.作者: debble 時間: 2025-3-28 11:05 作者: AER 時間: 2025-3-28 16:09 作者: 嘲弄 時間: 2025-3-28 22:18 作者: BOLUS 時間: 2025-3-29 01:19 作者: 顯微鏡 時間: 2025-3-29 05:19
Book 2024requisites of children‘s school academic achievements.?.This volume contributes to the discourse on how children‘s learning is shaped in the 21st century era. It equips educators and parents with new and effective methods of creating developing contexts in their daily practice and to fully utilize t作者: CONE 時間: 2025-3-29 08:34
Setting the Scene: Contexts and Development in Early Childhoodnd their role in child learning and development. In our opinion, this overview provides some grounds to conclude that new theoretical approaches (cultural psychology as an example) make it possible to move from the classical understanding of the role of contexts to a new understanding of contexts ac作者: Aprope 時間: 2025-3-29 13:25 作者: Heart-Attack 時間: 2025-3-29 19:29
The Cultural-Historical Framework for Understanding the Bi-cultural Context for Second-Generation Chd development. By focusing on the second-generation Chinese Australian children’s experiences, it contributes to the cultural-historical discourse on child development, advocating for a holistic approach that considers the bi-cultural nuances of children‘s transitional experiences.
