Cultural-Historical Research and Educational Practice Veresov, Nikolai. creator author. aut http://id.loc.gov/vocabulary/relators/aut Kewalramani, Sarika. author. aut http://id.loc.gov/vocabulary/relators/aut Ma, Junqian. author. aut http://id.loc.gov/vocabulary/relators/aut SpringerLink (Online service) text si 2024 1st ed. 2024. monographic eng

electronic

electronic resource

access IX, 195 p. 15 illus., 10 illus. in color. online resource. This book examines the pedagogical encounters within children's ecological and socio-cultural historical contexts, and aspects of playful learning and development within these contexts. It addresses research and practices varying across learning contexts, providing easily adaptable exemplary practices leading to children's positive learning and development. The book offers a unified general cultural-historical theoretical model for exploring new contexts at different stages of children's learning and development. It suggests studying contexts as a source of development, as social situations of development. It analyzes play, early learning and the transition from play to school learning. It also explores the role of teachers and parents in supporting the development of executive functions, digital literacy, creative inquiries, problem solving and creativity as necessary and important prerequisites of children's school academic achievements. This volume contributes to the discourse on how children's learning is shaped in the 21st century era. It equips educators and parents with new and effective methods of creating developing contexts in their daily practice and to fully utilize the developing potential of existing contexts. 1. Setting the scene: Contexts and development in early childhood -- 2. Cultural-historical theorisation of contexts and its role in child development and learning -- 3. Play and its role in child's psychological development: Cultural-historical theoretical framework -- 4 -- Case study 1: Contexts of playworlds and the development of executive functions in children -- 5. The bi-cultural context for second generation Chinese Australian children's transition to school -- 6. Second generation Chinese Australian Children's learning and development during transition to school within a bi-cultural context -- 7. Understanding the development of children's inquiry skills and creativity: Cultural-historical theoretical framework for STEM learning -- 8. Stories of play with smart robotic toys: Contexts of building children's perezhivanie for STEM learning -- 9. Bringing all together: Play, learning, and development in contexts. by Nikolai Veresov, Sarika Kewalramani, Junqian Ma. Early childhood education Educational psychology Culture School Psychology Education Philosophy Early Childhood Education Educational Psychology Sociology of Culture School Psychology Educational Philosophy Philosophy of Education LB1139.2-.5 9789819706921 https://doi.org/10.1007/978-981-97-0692-1 https://doi.org/10.1007/978-981-97-0692-1 240402 20251030111802.0 978-981-97-0692-1