Learning to ThinkMartin Woodhead, Paul Light Psychology Press, 1991 - 354 páginas "The first volume of readings for the Child Development in Social Context series concentrates on the importantce of social relationships in the young child's life. Early readings summarize rcent research on children's emotional attachments. But relationships are also the context for much of their early play and learning. There are readings to illustrate how parents "frame", guide, and "scaffold" young children's development with special reference to the way children are inititiated into using language as a tool for learning. This cross-cultural dimension of early development is a particular focus of this volume, which concludes with readings on the costruction of personal identity," - from back cover. |
Contenido
into the 1990s | 16 |
Genesis of the higher mental functions | 32 |
Part two I Teaching and learning interactions | 67 |
Aspects of teaching and learning | 97 |
the conventionalization | 121 |
Social context effects in learning and testing | 136 |
Art | 155 |
illustrating cut away parts transparency and the use | 163 |
28 | 183 |
the social dimensions | 205 |
Mathematics in the streets and in schools | 223 |
How domaingeneral and domainspecific knowledge | 236 |
A study of consistency in the use of students | 263 |
Development viewed in its cultural context | 292 |
Name index | 340 |
The development of writing | 175 |
Otras ediciones - Ver todas
Child Development in Social Context, Volumen2 Martin Woodhead,Paul Light Sin vista previa disponible - 1990 |
Términos y frases comunes
activity adult answer arithmetic asked aspects associative strength atmospheric pressure baby backup strategies behavior Blaye Bruner Cambridge Child Development Child Psychology children learn classroom cognitive development Cole communication concept conservation task contingent cross-cultural research cultural curriculum Developmental Psychology drawings educational Erlbaum example experience experimental formal test fox n frameworks functions gdnr goal Goodnow groups Harvard University Hillsdale ideas individual infants influence informal test instruction intelligent tutoring systems interac involved Journal knowledge language Leiderman mathematics ment mental mothers National Curriculum objects observed participation peer Perret-Clermont Piaget Piagetian pressure proximal development pupils questions Recife representation responses retrieval Rogoff role Siegler situation skills social context social interaction socio-cognitive specific stage strategy choices straw structure suggests symbolic teacher teaching theory thinking tion understanding University Press Vai script verbal Vygotsky Wertsch word writing York young children zone of proximal