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Titlebook: Developmental Education for Young Children; Concept, Practice an Bert van Oers Book 2012 Springer Science+Business Media Dordrecht 2012 cul

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發(fā)表于 2025-3-21 18:01:29 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書目名稱Developmental Education for Young Children
副標(biāo)題Concept, Practice an
編輯Bert van Oers
視頻videohttp://file.papertrans.cn/271/270075/270075.mp4
概述Presents a Vygotskian (CHAT) approach to Early childhood Education.Gives an explanation of the concept and potentials of a play-based curriculum.Forms of dynamic assessment and continuous observation
叢書名稱International Perspectives on Early Childhood Education and Development
圖書封面Titlebook: Developmental Education for Young Children; Concept, Practice an Bert van Oers Book 2012 Springer Science+Business Media Dordrecht 2012 cul
描述Developmental Education is an approach to education in school that aims at promoting children’s cultural development and their abilities to participate autonomously and well-informed in the cultural practices of their community. From the point of view of Cultural-historical Activity theory (CHAT), a play-based curriculum has been developed over the past decades for primary school, which presents activity contexts for pupils in the classroom that create learning and teaching opportunities for helping pupils with appropriating cultural knowledge, skills, and moral understandings in meaningful ways. The approach is implemented in numerous Dutch primary schools classrooms with the explicit intention to support the learning of both pupils and teachers. The book focuses especially on education of young children (4 – 8 years old) in primary school and presents the underpinning concepts of this approach, and chapters on examples of good practices in a variety of subject matter areas, such as literacy (vocabulary acquisition, reading, writing), mathematics, and arts. Successful implementation of Developmental Education in the classroom strongly depends on dynamic assessment and continuous o
出版日期Book 2012
關(guān)鍵詞cultural-historical theory; curriculum; dynamic assessment; early childhood education; good practice; imp
版次1
doihttps://doi.org/10.1007/978-94-007-4617-6
isbn_softcover978-94-007-9400-9
isbn_ebook978-94-007-4617-6Series ISSN 2468-8746 Series E-ISSN 2468-8754
issn_series 2468-8746
copyrightSpringer Science+Business Media Dordrecht 2012
The information of publication is updating

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International Perspectives on Early Childhood Education and Developmenthttp://image.papertrans.cn/d/image/270075.jpg
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https://doi.org/10.1007/978-3-642-51809-6nds on the basis of Vygotskij’s Cultural-historical theory of human development. This educational approach is usually profiled as a play-based curriculum; what this means will be clarified in the course of this chapter. The main foundational concepts will be explained: agency, social situation of de
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https://doi.org/10.1007/978-3-662-67126-9tives”) with both cultural and personal value in the context of meaningful socio-cultural practices is considered as an important goal of Developmental Education. Narratives are essential for human action as they function as a tool for giving meaning to reality. Therefore, close observation and asse
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發(fā)表于 2025-3-23 03:40:07 | 只看該作者
Grundprobleme der modernen Naturphilosophieoung children to activities that call for abstract processes that make sense to them. When we conceive of abstraction as an act of representing reality from a specific point of view, it turns out that young children are able to focus consistently on one point (neglecting others), and hence to abstra
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https://doi.org/10.1007/978-3-663-15952-0ould be mainly focused on the collaborative inquiry of what art is as well as on the development of children’s aesthetic thinking. This chapter describes how a teacher can ask evaluative questions and enable children to create and demonstrate their own aesthetic (ostentative) definitions, which shou
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