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020 _a9789819706921
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024 7 _a10.1007/978-981-97-0692-1
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_2bicssc
072 7 _aEDU023000
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100 1 _aVeresov, Nikolai.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_974634
245 1 0 _aChild Development Within Contexts
_h[electronic resource] :
_bCultural-Historical Research and Educational Practice /
_cby Nikolai Veresov, Sarika Kewalramani, Junqian Ma.
250 _a1st ed. 2024.
264 1 _aSingapore :
_bSpringer Nature Singapore :
_bImprint: Springer,
_c2024.
300 _aIX, 195 p. 15 illus., 10 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
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490 1 _aEarly Childhood Research and Education: An Inter-theoretical Focus,
_x2946-6105 ;
_v6
505 0 _a1. 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.
520 _aThis 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.
650 0 _aEarly childhood education.
_958404
650 0 _aEducational psychology.
_957583
650 0 _aCulture.
_959159
650 0 _aSchool Psychology.
_969820
650 0 _aEducation
_xPhilosophy.
_960756
650 1 4 _aEarly Childhood Education.
_958404
650 2 4 _aEducational Psychology.
_957583
650 2 4 _aSociology of Culture.
_968985
650 2 4 _aSchool Psychology.
_969820
650 2 4 _aEducational Philosophy.
_968856
650 2 4 _aPhilosophy of Education.
_970146
700 1 _aKewalramani, Sarika.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_974635
700 1 _aMa, Junqian.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_974636
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
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776 0 8 _iPrinted edition:
_z9789819706938
776 0 8 _iPrinted edition:
_z9789819706945
830 0 _aEarly Childhood Research and Education: An Inter-theoretical Focus,
_x2946-6105 ;
_v6
_974637
856 4 0 _uhttps://doi.org/10.1007/978-981-97-0692-1
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