Educational Encounters: Nordic Studies in Early Childhood Didactics

Nonfiction, Reference & Language, Education & Teaching, Preschool & Kindergarten, Teaching, Teaching Methods
Cover of the book Educational Encounters: Nordic Studies in Early Childhood Didactics by , Springer Netherlands
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9789400716179
Publisher: Springer Netherlands Publication: August 10, 2011
Imprint: Springer Language: English
Author:
ISBN: 9789400716179
Publisher: Springer Netherlands
Publication: August 10, 2011
Imprint: Springer
Language: English

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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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.

More books from Springer Netherlands

Cover of the book Reasons for Action by
Cover of the book Active Protective Coatings by
Cover of the book Pronominal Reference by
Cover of the book Science a Road to Wisdom by
Cover of the book Natural Growth Inhibitors and Phytohormones in Plants and Environment by
Cover of the book Our Knowledge of God by
Cover of the book The Capacity of International Organizations to Conclude Treaties, and the Special Legal Aspects of the Treaties so Concluded by
Cover of the book Modern Potting Composts by
Cover of the book Sabkha Ecosystems by
Cover of the book The Soviet Union and the German Question September 1958 – June 1961 by
Cover of the book Crime Modeling and Mapping Using Geospatial Technologies by
Cover of the book The Great Chain of Being and Italian Phenomenology by
Cover of the book Logical Thinking in the Pyramidal Schema of Concepts: The Logical and Mathematical Elements by
Cover of the book Change and Continuity in Early Modern Cosmology by
Cover of the book Aging: Culture, Health, and Social Change by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy