Educational Encounters: Nordic Studies in Early Childhood Didactics [electronic resource] / edited by Niklas Pramling, Ingrid Pramling Samuelsson.
Erişim Adresi
ISBN
9789400716179
Dil Kodu
İngilizce
Yer Numarası
DK/9800
Basım Bildirimi
1st ed. 2011.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 2011.
Fiziksel Niteleme
XVIII, 258 p. online resource.
Dizi
International Perspectives on Early Childhood Education and Development, 2468-8754 ; 4
İçindekiler Notu
Foreword -- Preface.- Introduction and frame of the book; Niklas Pramling and Ingrid Pramling Samuelsson -- Learning to narrate: Appropriating a cultural mould for sense-making and communication; Niklas Pramling and Elin Eriksen Ødegaard -- Early mathematics in the preschool context; Elisabet Doverborg and Ingrid Pramling Samuelsson -- Opening doors for learning ecology in preschool; Susanne Thulin and Gustav Helldén -- Pictures of spring: Aesthetic learning and pedagogical dilemmas in visual arts; Marie Bendroth Karlsson -- Didactic challenges in the learning of music-listening skills; Cecilia Wallerstedt -- Moral discoveries and learning in preschool; Eva Johansson -- Gender Learning in Preschool Practices; Anette Hellman -- Democracy learning in a preschool context; Anette Emilson -- Early childhood literacy and children’s multimodal expressions in preschool; Elisabeth Mellgren and Karin Gustafsson -- Mind your step: Representation and the trajectory of a circle-dance project with 6-8-year-old children; Niklas Pramling and Cecilia Wallerstedt -- Pedagogical quality in preschool: A commentary; Sonja Sheridan -- Didactics in early childhood education: Reflections on the volume; Ingrid Pramling Samuelsson and Niklas Pramling -- Index.
Özet, vb.
Qualitative analyses of young children’s learning in natural settings are rare, so this new book will make educators sit up and pay attention. It lays out a Nordic, or continental European teaching and learning paradigm whose didactic framework is distinct from the Anglo-American system. This analysis, which features contributions and case studies from researchers in a range of subjects, is built on principles such as the learner’s perspective, establishing sufficient intersubjectivity, ‘pointing out’, and informing experience linguistically. After clarifying some historical background, the book discusses the contemporary emphasis in early childhood education on pedagogy/learning. What should ‘didactics’ mean in educating young children? The book examines the opportunities for learning that teachers provide for children in early childhood education, as well as how children respond to these opportunities. It presents empirical studies from a variety of naturalistic settings, including mathematics, making visual art, ecology, music, dance, literacy and story-telling, as well as learning about gender, morality and democracy. The authors seek to answer key questions about the processes involved in both teaching and learning. What challenges do teachers face as they try to expand children’s knowledge in various fields of learning? How do they respond to these challenges, and what can we learn about children’s corresponding uptake? What now requires further research? One key distinction in researching children’s learning is between studies that look at ‘process’ and those that analyze ‘product’. In the tradition of Piaget, Vygotsky and Werner, as well as Mercer and Valsiner’s more recent work, this book advocates the importance and relative rareness of the former type of study.
Konu
Early childhood education.
Art __ Study and teaching.
Language and languages __ Study and teaching.
Mathematics __ Study and teaching .
Early Childhood Education.
Creativity and Arts Education.
Language Education.
Mathematics Education.
Art __ Study and teaching.
Language and languages __ Study and teaching.
Mathematics __ Study and teaching .
Early Childhood Education.
Creativity and Arts Education.
Language Education.
Mathematics Education.
Kurum Adı
Eseri Alıntıla
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Dijital Kaynak
MARC Görünümü
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300 |aXVIII, 258 p.|bonline resource.
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490 1 |aInternational Perspectives on Early Childhood Education and Development,|x2468-8754 ;|v4
505 0 |aForeword -- Preface.- Introduction and frame of the book; Niklas Pramling and Ingrid Pramling Samuelsson -- Learning to narrate: Appropriating a cultural mould for sense-making and communication; Niklas Pramling and Elin Eriksen Ødegaard -- Early mathematics in the preschool context; Elisabet Doverborg and Ingrid Pramling Samuelsson -- Opening doors for learning ecology in preschool; Susanne Thulin and Gustav Helldén -- Pictures of spring: Aesthetic learning and pedagogical dilemmas in visual arts; Marie Bendroth Karlsson -- Didactic challenges in the learning of music-listening skills; Cecilia Wallerstedt -- Moral discoveries and learning in preschool; Eva Johansson -- Gender Learning in Preschool Practices; Anette Hellman -- Democracy learning in a preschool context; Anette Emilson -- Early childhood literacy and children’s multimodal expressions in preschool; Elisabeth Mellgren and Karin Gustafsson -- Mind your step: Representation and the trajectory of a circle-dance project with 6-8-year-old children; Niklas Pramling and Cecilia Wallerstedt -- Pedagogical quality in preschool: A commentary; Sonja Sheridan -- Didactics in early childhood education: Reflections on the volume; Ingrid Pramling Samuelsson and Niklas Pramling -- Index.
520 |aQualitative analyses of young children’s learning in natural settings are rare, so this new book will make educators sit up and pay attention. It lays out a Nordic, or continental European teaching and learning paradigm whose didactic framework is distinct from the Anglo-American system. This analysis, which features contributions and case studies from researchers in a range of subjects, is built on principles such as the learner’s perspective, establishing sufficient intersubjectivity, ‘pointing out’, and informing experience linguistically. After clarifying some historical background, the book discusses the contemporary emphasis in early childhood education on pedagogy/learning. What should ‘didactics’ mean in educating young children? The book examines the opportunities for learning that teachers provide for children in early childhood education, as well as how children respond to these opportunities. It presents empirical studies from a variety of naturalistic settings, including mathematics, making visual art, ecology, music, dance, literacy and story-telling, as well as learning about gender, morality and democracy. The authors seek to answer key questions about the processes involved in both teaching and learning. What challenges do teachers face as they try to expand children’s knowledge in various fields of learning? How do they respond to these challenges, and what can we learn about children’s corresponding uptake? What now requires further research? One key distinction in researching children’s learning is between studies that look at ‘process’ and those that analyze ‘product’. In the tradition of Piaget, Vygotsky and Werner, as well as Mercer and Valsiner’s more recent work, this book advocates the importance and relative rareness of the former type of study.
650 0|aEarly childhood education.
650 0|aArt|xStudy and teaching.
650 0|aLanguage and languages|xStudy and teaching.
650 0|aMathematics|xStudy and teaching .
650 14|aEarly Childhood Education.
650 24|aCreativity and Arts Education.
650 24|aLanguage Education.
650 24|aMathematics Education.
700 1 |aPramling, Niklas.|eeditor.|0(orcid)0000-0003-1089-942X|1https://orcid.org/0000-0003-1089-942X|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aPramling Samuelsson, Ingrid.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
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773 0 |tSpringer Nature eBook
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776 08|iPrinted edition:|z9789400716186
776 08|iPrinted edition:|z9789400737877
830 0|aInternational Perspectives on Early Childhood Education and Development,|x2468-8754 ;|v4
856 40|uhttps://doi.org/10.1007/978-94-007-1617-9
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001 808511
003 TR_AnAIT
005 20260131030726
007 cr nn 008mamaa
008 110808s2011 ne | s |||| 0|eng d
020 |a9789400716179|9978-94-007-1617-9
024 7 |a10.1007/978-94-007-1617-9|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB1139.2-.5
072 7|aJNLA|2bicssc
072 7|aEDU023000|2bisacsh
072 7|aJNG|2thema
082 04|a372.21|223
090 |aDK/9800
245 10|aEducational Encounters: Nordic Studies in Early Childhood Didactics|h[electronic resource] /|cedited by Niklas Pramling, Ingrid Pramling Samuelsson.
250 |a1st ed. 2011.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2011.
300 |aXVIII, 258 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aInternational Perspectives on Early Childhood Education and Development,|x2468-8754 ;|v4
505 0 |aForeword -- Preface.- Introduction and frame of the book; Niklas Pramling and Ingrid Pramling Samuelsson -- Learning to narrate: Appropriating a cultural mould for sense-making and communication; Niklas Pramling and Elin Eriksen Ødegaard -- Early mathematics in the preschool context; Elisabet Doverborg and Ingrid Pramling Samuelsson -- Opening doors for learning ecology in preschool; Susanne Thulin and Gustav Helldén -- Pictures of spring: Aesthetic learning and pedagogical dilemmas in visual arts; Marie Bendroth Karlsson -- Didactic challenges in the learning of music-listening skills; Cecilia Wallerstedt -- Moral discoveries and learning in preschool; Eva Johansson -- Gender Learning in Preschool Practices; Anette Hellman -- Democracy learning in a preschool context; Anette Emilson -- Early childhood literacy and children’s multimodal expressions in preschool; Elisabeth Mellgren and Karin Gustafsson -- Mind your step: Representation and the trajectory of a circle-dance project with 6-8-year-old children; Niklas Pramling and Cecilia Wallerstedt -- Pedagogical quality in preschool: A commentary; Sonja Sheridan -- Didactics in early childhood education: Reflections on the volume; Ingrid Pramling Samuelsson and Niklas Pramling -- Index.
520 |aQualitative analyses of young children’s learning in natural settings are rare, so this new book will make educators sit up and pay attention. It lays out a Nordic, or continental European teaching and learning paradigm whose didactic framework is distinct from the Anglo-American system. This analysis, which features contributions and case studies from researchers in a range of subjects, is built on principles such as the learner’s perspective, establishing sufficient intersubjectivity, ‘pointing out’, and informing experience linguistically. After clarifying some historical background, the book discusses the contemporary emphasis in early childhood education on pedagogy/learning. What should ‘didactics’ mean in educating young children? The book examines the opportunities for learning that teachers provide for children in early childhood education, as well as how children respond to these opportunities. It presents empirical studies from a variety of naturalistic settings, including mathematics, making visual art, ecology, music, dance, literacy and story-telling, as well as learning about gender, morality and democracy. The authors seek to answer key questions about the processes involved in both teaching and learning. What challenges do teachers face as they try to expand children’s knowledge in various fields of learning? How do they respond to these challenges, and what can we learn about children’s corresponding uptake? What now requires further research? One key distinction in researching children’s learning is between studies that look at ‘process’ and those that analyze ‘product’. In the tradition of Piaget, Vygotsky and Werner, as well as Mercer and Valsiner’s more recent work, this book advocates the importance and relative rareness of the former type of study.
650 0|aEarly childhood education.
650 0|aArt|xStudy and teaching.
650 0|aLanguage and languages|xStudy and teaching.
650 0|aMathematics|xStudy and teaching .
650 14|aEarly Childhood Education.
650 24|aCreativity and Arts Education.
650 24|aLanguage Education.
650 24|aMathematics Education.
700 1 |aPramling, Niklas.|eeditor.|0(orcid)0000-0003-1089-942X|1https://orcid.org/0000-0003-1089-942X|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aPramling Samuelsson, Ingrid.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789400716162
776 08|iPrinted edition:|z9789400716186
776 08|iPrinted edition:|z9789400737877
830 0|aInternational Perspectives on Early Childhood Education and Development,|x2468-8754 ;|v4
856 40|uhttps://doi.org/10.1007/978-94-007-1617-9
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
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