Literaturnachweis - Detailanzeige
Autor/in | Hedges, Helen |
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Titel | Contemporary Principles to Lead Understandings of Children's Learning: Synthesizing Vygotsky, Rogoff, Wells and Lindfors |
Quelle | In: Early Child Development and Care, 191 (2021) 7-8, S.1056-1065 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Hedges, Helen) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0300-4430 |
DOI | 10.1080/03004430.2020.1849169 |
Schlagwörter | Educational Policy; Early Childhood Education; Learning Processes; Educational Practices; Learning Theories; Child Development; Developmental Stages; Preschool Children; Outcomes of Education; Sociocultural Patterns Politics of education; Bildungspolitik; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Learning process; Lernprozess; Bildungspraxis; Learning theory; Lerntheorie; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernleistung; Schulerfolg; Soziokulturelle Theorie |
Abstract | Many scholars are influenced by the theoretical contributions of Lev Vygotsky. Significant post-Vygotskian scholarly writing highlights sociocultural perspectives of understanding everyday, informal learning as an important phenomenon. Ideas of participatory learning, and knowledge building through participation and inquiry, are included in the work of Barbara Rogoff, Gordon Wells and Judith Lindfors. Synthesizing their work contributes to potential shifts in understanding the ways children learn that, in turn, might influence early childhood education policies, practices and outcomes. This paper, therefore, proposes contemporary principles reflecting current ways to understand and value young children's learning, illustrated through the concept of 'working theories'. A recent construct in scholarship on children's learning, working theories recognize the fluid and changing trajectories of learning that children engage in to understand, and participate more effectively in, their lives. In this way, shifts from traditional views of young children's learning to contemporary and nuanced understandings become possible. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |