標(biāo)題: Titlebook: Educational Encounters: Nordic Studies in Early Childhood Didactics; Niklas Pramling,Ingrid Pramling Samuelsson Book 2011 Springer Science [打印本頁(yè)] 作者: 法官所用 時(shí)間: 2025-3-21 17:53
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作者: 染色體 時(shí)間: 2025-3-21 22:00
Learning to Narrate: Appropriating a Cultural Mould for Sense-Making and Communication, distinction between a narrative and a paradigmatic mode of sense making is clarified and discussed. Then two different narrative practices are analysed. In the first, two teachers and a group of children collaborate in planning a story. In the second, a child’s spontaneous telling of what he has ex作者: insert 時(shí)間: 2025-3-22 03:27
Early Mathematics in the Preschool Context, childhood education, which means working with themes as well as with specific aspects of mathematics. Communication dialogues, learning processes, documentation, and evaluation are central notions in this chapter, but also the theoretical aspect of learning in terms of variation and developmental p作者: ELUC 時(shí)間: 2025-3-22 04:42 作者: Hyperalgesia 時(shí)間: 2025-3-22 11:53 作者: 粗野 時(shí)間: 2025-3-22 14:12 作者: 粗野 時(shí)間: 2025-3-22 19:50
Moral Discoveries and Learning in Preschool, as they start to communicate and can make inferences about their social interaction. This makes preschool an influential meeting place for children’s moral development. In preschool, children experience and express moral values, and early childhood moral education is a matter of helping children sh作者: collagenase 時(shí)間: 2025-3-22 22:03
Gender Learning in Preschool Practices,l curriculum for Swedish preschools where teachers have an obligation to counteract gender stereotypes. At the same time discourses of gender difference and images of “typical” boys and “typical” girls are given references in everyday practices. A Swedish environment is a place where gender norms ar作者: 憂傷 時(shí)間: 2025-3-23 01:46
Democracy Learning in a Preschool Context,ls. The discussion is based on three empirical studies and concerns how a communicative action, characterized by specific qualities, might move hierarchical structures of power in teacher and child interactions and also how these qualities can support children’s democracy learning. These qualities a作者: insurgent 時(shí)間: 2025-3-23 08:43
,Early Childhood Literacy and Children’s Multimodal Expressions in Preschool,ervationsSabs made in a study in which a preschool teacher reads a picture book for one child at a time (children aged 1–3 years) and then lets the child play with figures and objects that are related to the story. We will discuss some important aspects of the story reading and multimodal forms of e作者: 單色 時(shí)間: 2025-3-23 12:55
,Mind Your Step: Representation and the Trajectory of a Circle-Dance Project with 6–8-Year-Old Childitional circle dance and speak about it. The children also make drawings of the dance. Analysis of the children’s as well as the teachers’ learning shows how the dance notations invented by the children and conversing about these facilitate their discernment of features of the dance, while the teach作者: ANNUL 時(shí)間: 2025-3-23 15:44 作者: 彩色 時(shí)間: 2025-3-23 20:28 作者: 刀鋒 時(shí)間: 2025-3-24 01:26
Book 2011ese 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 processe作者: 大都市 時(shí)間: 2025-3-24 04:57 作者: TERRA 時(shí)間: 2025-3-24 07:04 作者: 易改變 時(shí)間: 2025-3-24 13:50
Ulrike Kronfeld-Goharani,Christian Wellmann to promote cooperative relations between girls and boys..The analysis builds on material collected through ethnographic method including field periods carried out during 2 years’ time. The study includes three female teachers, one male teacher and 20 children (12 boys and 8 girls, 3 to 6 years old)作者: 沖突 時(shí)間: 2025-3-24 16:11
https://doi.org/10.1007/978-0-85729-856-0ects interact with one another, the quality of didactics is constituted. The analyses show that high-quality teacher communication and interplay both benefit children’s participation, as well as having an influence upon the learning of different content.作者: DIKE 時(shí)間: 2025-3-24 20:26 作者: 和平主義 時(shí)間: 2025-3-25 01:09
Pedagogical Quality in Preschool: A Commentary,ects interact with one another, the quality of didactics is constituted. The analyses show that high-quality teacher communication and interplay both benefit children’s participation, as well as having an influence upon the learning of different content.作者: 過(guò)于光澤 時(shí)間: 2025-3-25 05:34 作者: 空氣傳播 時(shí)間: 2025-3-25 09:43 作者: Synchronism 時(shí)間: 2025-3-25 13:34 作者: 帶來(lái) 時(shí)間: 2025-3-25 19:23
,Early Childhood Literacy and Children’s Multimodal Expressions in Preschool,ibe children’s literacy events and the multimodal forms of expression they use in preschool. The observations provide an opportunity to develop teaching and challenge children’s literacy-learning in a perspective of participation and democratic values.作者: tic-douloureux 時(shí)間: 2025-3-25 21:56
Didactics in Early Childhood Education: Reflections on the Volume,l studies. What can we learn from these studies about children’s—and, if to a lesser degree, the teachers’—learning in a goal-directed preschool? What features may constitute didactics for early childhood education?作者: reception 時(shí)間: 2025-3-26 03:13
Learning to Narrate: Appropriating a Cultural Mould for Sense-Making and Communication,perienced is elaborated primarily through the participation of the teachers. How the teachers scaffold the children’s story-telling and how the children respond to this support are scrutinised. The importance and implications of learning to narrate is emphasised and discussed.作者: Fortify 時(shí)間: 2025-3-26 07:05
Pictures of Spring: Aesthetic Learning and Pedagogical Dilemmas in Visual Arts,nces? A pedagogical dilemma occurs when the children’s learning seems to differ from that of the teachers’ intention. When the pedagogical dilemma occurs one can ask what is learnt in the name of aesthetic learning and visual arts activities.作者: 心痛 時(shí)間: 2025-3-26 11:37
,Mind Your Step: Representation and the Trajectory of a Circle-Dance Project with 6–8-Year-Old Childers develop their skill at asking productive questions, that is, asking questions that give them access to the children’s perspectives on the dance and the representation of it. The role of graphic and linguistic representations of dance in arts education is discussed.作者: 起來(lái)了 時(shí)間: 2025-3-26 13:21
https://doi.org/10.1007/978-1-4899-2772-9derstanding of a scientific content area. If teachers meet children’s questions seriously such an approach can be a foundation for the development of children’s understanding, a lifelong learning and learning for a sustainable future.作者: 步履蹣跚 時(shí)間: 2025-3-26 18:03 作者: Infraction 時(shí)間: 2025-3-26 21:33
Tannic and Gallic Acid Conversion Coatingsalities appear in data related to the contrasting concepts asymmetry versus symmetry, employed in Habermas’ (1995) theory of the communicative action. The purpose is to highlight this theoretical framework from a critical point of view and scrutinize the how-aspect of the communication as a didactic issue.作者: SOB 時(shí)間: 2025-3-27 02:05
Opening Doors for Learning Ecology in Preschool,derstanding of a scientific content area. If teachers meet children’s questions seriously such an approach can be a foundation for the development of children’s understanding, a lifelong learning and learning for a sustainable future.作者: obstinate 時(shí)間: 2025-3-27 07:36
Moral Discoveries and Learning in Preschool,into moral values. Teachers’ didactics, the behaviour of teachers and their construal of the situation must be included in the moral construction that children are attempting. This raises questions such as: What aspects are essential in children’s moral discoveries and how can teachers encourage children’s moral learning?作者: fallible 時(shí)間: 2025-3-27 12:55 作者: 是突襲 時(shí)間: 2025-3-27 14:19 作者: Acumen 時(shí)間: 2025-3-27 20:40 作者: Antagonism 時(shí)間: 2025-3-28 00:21 作者: obtuse 時(shí)間: 2025-3-28 04:52 作者: 凹室 時(shí)間: 2025-3-28 08:26
https://doi.org/10.1057/9780230617858ers develop their skill at asking productive questions, that is, asking questions that give them access to the children’s perspectives on the dance and the representation of it. The role of graphic and linguistic representations of dance in arts education is discussed.作者: 教唆 時(shí)間: 2025-3-28 13:14 作者: 世俗 時(shí)間: 2025-3-28 17:06 作者: Coeval 時(shí)間: 2025-3-28 20:39
Conversations with Post Keynesianscture of the music), (2) what constitutes productive questions to ask children in this learning and (3) managing dimensions of variation. These challenges are discussed in terms of some of the constituent concepts of variation theory: learning objects, the learner’s perspective and discernment.作者: 讓步 時(shí)間: 2025-3-28 23:43 作者: 沙發(fā) 時(shí)間: 2025-3-29 06:03 作者: 噱頭 時(shí)間: 2025-3-29 07:52 作者: entrance 時(shí)間: 2025-3-29 11:53 作者: 沒(méi)有希望 時(shí)間: 2025-3-29 17:52
Luigi Ambrosio,Alfio Quarteroni childhood education, which means working with themes as well as with specific aspects of mathematics. Communication dialogues, learning processes, documentation, and evaluation are central notions in this chapter, but also the theoretical aspect of learning in terms of variation and developmental p作者: 后退 時(shí)間: 2025-3-29 22:38
https://doi.org/10.1007/978-1-4899-2772-9rning in communication with others. They experience the world around them with curiosity including a special sensitivity, alertness and a sense of wonder. Empirical examples which are reported build on teachers’ and 3 to 6 years old children’s work with “animals in a tree stump”. Children’s experien作者: 不愛(ài)防注射 時(shí)間: 2025-3-30 03:03
Athanasius Kircher’s Guardian Angelcio-cultural approach will be used to discuss how the activity is performed; what kind of cultural tools are mediated and how children are participating in the activity. Two basic questions of interest are—what and how do teachers do when they teach visual arts in preschool and what are the conseque作者: 花費(fèi) 時(shí)間: 2025-3-30 06:09
Conversations with Post Keynesiansdiscussed. These challenges are (1) dealing with the temporality and invisibleness of the music (i.e. the issue of how to fixate the ‘horizontal’ structure of the music), (2) what constitutes productive questions to ask children in this learning and (3) managing dimensions of variation. These challe作者: 擁擠前 時(shí)間: 2025-3-30 08:15
Conversations with a Mathematician as they start to communicate and can make inferences about their social interaction. This makes preschool an influential meeting place for children’s moral development. In preschool, children experience and express moral values, and early childhood moral education is a matter of helping children sh作者: 小隔間 時(shí)間: 2025-3-30 16:13 作者: commensurate 時(shí)間: 2025-3-30 16:51 作者: intricacy 時(shí)間: 2025-3-30 20:57 作者: FEAS 時(shí)間: 2025-3-31 02:01
