標(biāo)題: Titlebook: Development and Learning of Young Children with Disabilities; A Vygotskian Perspec Louise Boettcher,Jesper Dammeyer Book 2016 Springer Inte [打印本頁(yè)] 作者: 珍愛(ài) 時(shí)間: 2025-3-21 18:29
書(shū)目名稱Development and Learning of Young Children with Disabilities影響因子(影響力)
書(shū)目名稱Development and Learning of Young Children with Disabilities影響因子(影響力)學(xué)科排名
書(shū)目名稱Development and Learning of Young Children with Disabilities網(wǎng)絡(luò)公開(kāi)度
書(shū)目名稱Development and Learning of Young Children with Disabilities網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書(shū)目名稱Development and Learning of Young Children with Disabilities被引頻次
書(shū)目名稱Development and Learning of Young Children with Disabilities被引頻次學(xué)科排名
書(shū)目名稱Development and Learning of Young Children with Disabilities年度引用
書(shū)目名稱Development and Learning of Young Children with Disabilities年度引用學(xué)科排名
書(shū)目名稱Development and Learning of Young Children with Disabilities讀者反饋
書(shū)目名稱Development and Learning of Young Children with Disabilities讀者反饋學(xué)科排名
作者: 獨(dú)裁政府 時(shí)間: 2025-3-21 20:19
978-3-319-81820-7Springer International Publishing Switzerland 2016作者: Anticoagulant 時(shí)間: 2025-3-22 01:15
Fatma Aslan,Hayrullah Dindar,Jean Lainéphysical defects of the individual body; while the social model focuses on how barriers in society construct disability by limiting the participation of particular groups of people. This chapter introduces a disability model based on Vygotsky’s cultural-historical theories. The model depicts how hum作者: 模范 時(shí)間: 2025-3-22 07:57
Anand Abraham,Parthasarathy Ramachandranream theories in developmental psychology, time is first and foremost understood as the chronological time of a child, ie, the child’s age measured in years and months. In the cultural-historical approach, interwoven levels of history and cultural development are included to understand development a作者: 為寵愛(ài) 時(shí)間: 2025-3-22 08:58
Danielle Costa Morais,Liping Fangsis of incongruence during infancy opens up for an understanding of how time and timing become crucial in the development of disability. From early on, the infant is invited into and participates in social and emotional life and early communication. However, many types of impairments impact on the r作者: 虛構(gòu)的東西 時(shí)間: 2025-3-22 15:45
Takahiro Suzuki,Alexandre B. Leonetihe impact of disability on the child’s exploration of the cultural meanings of objects and use of them through participation in ongoing activity settings. From the cultural-historical theoretical perspective, use of objects is an important developmental aspect of cognitive as well as social skills. 作者: 虛構(gòu)的東西 時(shí)間: 2025-3-22 19:50 作者: 變化 時(shí)間: 2025-3-22 23:22 作者: 歸功于 時(shí)間: 2025-3-23 03:06 作者: 孤獨(dú)無(wú)助 時(shí)間: 2025-3-23 06:13
Evaluating Group Recommender Systemsmunication of child and caregiver. The use of language enables the child to reflect on the world using concepts and conceptual relations and thus language acquisition opens up for the child’s higher-order mental functions. Consequently, impairments affecting a child’s communication and language deve作者: vasospasm 時(shí)間: 2025-3-23 13:29 作者: hurricane 時(shí)間: 2025-3-23 14:27 作者: sorbitol 時(shí)間: 2025-3-23 21:47 作者: Callus 時(shí)間: 2025-3-24 00:59
International Perspectives on Early Childhood Education and Developmenthttp://image.papertrans.cn/d/image/269915.jpg作者: 結(jié)束 時(shí)間: 2025-3-24 04:53
Beyond a Biomedical and Social Model of Disability: A Cultural-Historical Approachphysical defects of the individual body; while the social model focuses on how barriers in society construct disability by limiting the participation of particular groups of people. This chapter introduces a disability model based on Vygotsky’s cultural-historical theories. The model depicts how hum作者: 啞巴 時(shí)間: 2025-3-24 06:39
Unfolding Time in the Cultural-Historical Model of Disabilityream theories in developmental psychology, time is first and foremost understood as the chronological time of a child, ie, the child’s age measured in years and months. In the cultural-historical approach, interwoven levels of history and cultural development are included to understand development a作者: 我要威脅 時(shí)間: 2025-3-24 10:46 作者: 溺愛(ài) 時(shí)間: 2025-3-24 16:39
The Toddler and Preschool Child with Disabilities: Becoming a Social Agenthe impact of disability on the child’s exploration of the cultural meanings of objects and use of them through participation in ongoing activity settings. From the cultural-historical theoretical perspective, use of objects is an important developmental aspect of cognitive as well as social skills. 作者: MENT 時(shí)間: 2025-3-24 21:54 作者: Tailor 時(shí)間: 2025-3-25 03:05
Mental Health and Children with Disabilitiesnderlining risk dynamic. Based on empirical findings, the chapter will begin by exploring the question of whether specific types of impairments are associated with certain types of developmental aberrations. The cultural-historical model of disability is used to analyse the processes involved. The f作者: 殘暴 時(shí)間: 2025-3-25 04:18
Learning and Teaching When the Child Has Special Educational Needsng of children with so-called “Special educational needs”. It is discussed how the threshold for when special educational needs emerge depends on three aspects: (1) The organisation of the learning setting, (2) the particular impairments of the child and (3) the change in support and demands within 作者: hermitage 時(shí)間: 2025-3-25 10:05 作者: 殺子女者 時(shí)間: 2025-3-25 15:19 作者: 按時(shí)間順序 時(shí)間: 2025-3-25 17:31 作者: 要素 時(shí)間: 2025-3-25 23:25
Development and Learning of Young Children with DisabilitiesA Vygotskian Perspec作者: 大門(mén)在匯總 時(shí)間: 2025-3-26 02:56 作者: 符合你規(guī)定 時(shí)間: 2025-3-26 04:19
Unfolding Time in the Cultural-Historical Model of Disabilityate how timely support to a child with disability is crucial – and how biological development is linked to culture. The chapter also introduces to the history of disability and how different societal values have been of significance throughout historical time. Four examples are discussed in the trav作者: 準(zhǔn)則 時(shí)間: 2025-3-26 12:21 作者: 茁壯成長(zhǎng) 時(shí)間: 2025-3-26 13:06 作者: inquisitive 時(shí)間: 2025-3-26 17:27
Development in Primary School Age for Children with Disabilitieswith skills and objects in the world) mean that the child with disability has less knowledge to build upon, knowledge that teachers tend to assume children bring to school. Another important theme in school is social development and peer-interaction. The contributions of the child with disability to作者: itinerary 時(shí)間: 2025-3-26 23:35 作者: antipsychotic 時(shí)間: 2025-3-27 01:52
Learning and Teaching When the Child Has Special Educational Needsble ability needs to be supplemented with a concept of cognitive potential focusing on how to employ the potential through learning and providence of the right means for the child to participate. Next, the role of motives is discussed. Creating opportunities for the active participation of children 作者: Credence 時(shí)間: 2025-3-27 08:31 作者: CUMB 時(shí)間: 2025-3-27 10:33 作者: Neolithic 時(shí)間: 2025-3-27 13:53 作者: bourgeois 時(shí)間: 2025-3-27 20:46
Anand Abraham,Parthasarathy Ramachandranate how timely support to a child with disability is crucial – and how biological development is linked to culture. The chapter also introduces to the history of disability and how different societal values have been of significance throughout historical time. Four examples are discussed in the trav作者: champaign 時(shí)間: 2025-3-28 01:41
Danielle Costa Morais,Liping Fangrs and institutionalised trajectories later on stresses the importance of early intervention. What starts out as an incongruence in social interaction with a blind child due to an unmet need to synchronise in non-visual modalities may later result in difficulties in joint attention, attachment, theo作者: 個(gè)人長(zhǎng)篇演說(shuō) 時(shí)間: 2025-3-28 06:08
Takahiro Suzuki,Alexandre B. Leonetiironment affects how he/she acts towards the environment. It is discussed how different impairments impact on the development of the toddler’s basic sense of agency and social identity – through peer interaction and the development of understanding of others minds. Often, it will be necessary to cre作者: 盟軍 時(shí)間: 2025-3-28 09:04
Simone Philpot,Nayyer Mirnasl,Keith W. Hipelwith skills and objects in the world) mean that the child with disability has less knowledge to build upon, knowledge that teachers tend to assume children bring to school. Another important theme in school is social development and peer-interaction. The contributions of the child with disability to作者: 壯麗的去 時(shí)間: 2025-3-28 11:53 作者: 有毒 時(shí)間: 2025-3-28 17:57 作者: LEERY 時(shí)間: 2025-3-28 20:59
Evaluating Group Recommender Systemsmmunicative aids. Communicative aids are exemplary in demonstrating the need to understand the role and use of aids as situated in practices. It is discussed how communicational aids are complex cultural objects rather than neutral objects that “repair” the impairment in a seamless fashion. Understa作者: 消瘦 時(shí)間: 2025-3-29 01:48
Personality, Emotions, and Group Dynamicstrajectory of peers. If the child is unable to keep up a cultural-typical developmental speed, this needs to be addressed rather than waiting passive for the child’s biological maturation or growth into difficulties. The most important goal for negotiations between parents and professionals is to en作者: gerrymander 時(shí)間: 2025-3-29 04:36
2468-8746 ctories ofdisability through the dialectical processes of cultural, social, individual, and biological processes. It discusses a number of themes that are relevant for the early development and support for chil978-3-319-81820-7978-3-319-39114-4Series ISSN 2468-8746 Series E-ISSN 2468-8754 作者: cancer 時(shí)間: 2025-3-29 07:28
Book 2016dynamics of biology, psychology, and culture over time. Based on the newest empirical research on children with disabilities, the book overcomes the limitations of the medical and social models of disability by arguing for a dialectical biopsychosocial model. The proposed model builds on Vygotsky’s 作者: 舊式步槍 時(shí)間: 2025-3-29 11:44
