Titlebook: Educational Encounters: Nordic Studies in Early Childhood Didactics; Niklas Pramling,Ingrid Pramling Samuelsson Book 2011 Springer Science

過于光澤

空氣傳播

Synchronism

帶來

,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.

tic-douloureux

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?

reception

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.

Fortify

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.

心痛

,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.

起來了

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.

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