Educational encounters nordic studies (20 resultados)

Hardcover. Condición: Très bon. Ancien livre de bibliothèque avec équipements. Edition 2011. Ammareal reverse jusqu'à 15% du prix net de cet article à des organisations caritatives. ENGLISH DESCRIPTION Book Condition: Used, Very good. Former library book. Edition 2011. Ammareal gives back up to 15% of this item's net price to charity organizations. …

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Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - Qualitative analyses of young children's learning in natural settings are rare, so this new book will make educators sit up and pay attention. It lays out a Nordic, or continental European teaching and learning paradigm whose didactic framework is distinct from the Anglo-American system. This analysis, which features contributions and case studies from researchers in a range of subjects, is built on principles such as the learner's perspective, establishing sufficient intersubjectivity, 'pointing out', and informing experience linguistically. After clarifying some historical background, the book discusses the contemporary emphasis in early childhood education on pedagogy/learning. What should 'didactics' mean in educating young children The book examines the opportunities for learning that teachers provide for children in early childhood education, as well as how children respond to these 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 processes involved in both teaching and learning. What challenges do teachers face as they try to expand children's knowledge in various fields of learning How do they respond to these challenges, and what can we learn about children's corresponding uptake What now requires further research One key distinction in researching children's learning is between studies that look at 'process' and those that analyze 'product'. In the tradition of Piaget, Vygotsky and Werner, as well as Mercer and Valsiner's more recent work, this book advocates the importance and relative rareness of the former type of study.…

Buch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - Qualitative analyses of young children's learning in natural settings are rare, so this new book will make educators sit up and pay attention. It lays out a Nordic, or continental European teaching and learning paradigm whose didactic framework is distinct from the Anglo-American system. This analysis, which features contributions and case studies from researchers in a range of subjects, is built on principles such as the learner's perspective, establishing sufficient intersubjectivity, 'pointing out', and informing experience linguistically. After clarifying some historical background, the book discusses the contemporary emphasis in early childhood education on pedagogy/learning. What should 'didactics' mean in educating young children The book examines the opportunities for learning that teachers provide for children in early childhood education, as well as how children respond to these 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 processes involved in both teaching and learning. What challenges do teachers face as they try to expand children's knowledge in various fields of learning How do they respond to these challenges, and what can we learn about children's corresponding uptake What now requires further research One key distinction in researching children's learning is between studies that look at 'process' and those that analyze 'product'. In the tradition of Piaget, Vygotsky and Werner, as well as Mercer and Valsiner's more recent work, this book advocates the importance and relative rareness of the former type of study.…

Taschenbuch. Condición: Neu. Educational Encounters: Nordic Studies in Early Childhood Didactics | Niklas Pramling (u. a.) | Taschenbuch | International Perspectives on Early Childhood Education and Development | xviii | Englisch | 2013 | Springer | EAN 9789400737877 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.…

Hardcover. Condición: Brand New. 275 pages. 9.25x6.25x0.75 inches. In Stock.

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Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Qualitative analyses of young children's learning in natural settings are rare, so this new book will make educators sit up and pay attention. It lays out a Nordic, or continental European teaching and learning paradigm whose didactic framework is distinct from the Anglo-American system. This analysis, which features contributions and case studies from researchers in a range of subjects, is built on principles such as the learner's perspective, establishing sufficient intersubjectivity, 'pointing out', and informing experience linguistically. After clarifying some historical background, the book discusses the contemporary emphasis in early childhood education on pedagogy/learning. What should 'didactics' mean in educating young children The book examines the opportunities for learning that teachers provide for children in early childhood education, as well as how children respond to these 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 processes involved in both teaching and learning. What challenges do teachers face as they try to expand children's knowledge in various fields of learning How do they respond to these challenges, and what can we learn about children's corresponding uptake What now requires further research One key distinction in researching children's learning is between studies that look at 'process' and those that analyze 'product'. In the tradition of Piaget, Vygotsky and Werner, as well as Mercer and Valsiner's more recent work, this book advocates the importance and relative rareness of the former type of study. 276 pp. Englisch.…

Buch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Qualitative analyses of young children's learning in natural settings are rare, so this new book will make educators sit up and pay attention. It lays out a Nordic, or continental European teaching and learning paradigm whose didactic framework is distinct from the Anglo-American system. This analysis, which features contributions and case studies from researchers in a range of subjects, is built on principles such as the learner's perspective, establishing sufficient intersubjectivity, 'pointing out', and informing experience linguistically. After clarifying some historical background, the book discusses the contemporary emphasis in early childhood education on pedagogy/learning. What should 'didactics' mean in educating young children The book examines the opportunities for learning that teachers provide for children in early childhood education, as well as how children respond to these 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 processes involved in both teaching and learning. What challenges do teachers face as they try to expand children's knowledge in various fields of learning How do they respond to these challenges, and what can we learn about children's corresponding uptake What now requires further research One key distinction in researching children's learning is between studies that look at 'process' and those that analyze 'product'. In the tradition of Piaget, Vygotsky and Werner, as well as Mercer and Valsiner's more recent work, this book advocates the importance and relative rareness of the former type of study. 276 pp. Englisch.…

Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Presents a new perspective on early childhood education (didactics), based on empirical research in naturalistic settings with children 1-8 years oldIntroduces the concept of didactics in a form relevant to early childhood educationPresents.…

Gebunden. Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Presents a new perspective on early childhood education (didactics), based on empirical research in naturalistic settings with children 1-8 years oldIntroduces the concept of didactics in a form relevant to early childhood educationPresents.…

Buch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Qualitative analyses of young children¿s learning in natural settings are rare, so this new book will make educators sit up and pay attention. It lays out a Nordic, or continental European teaching and learning paradigm whose didactic framework is distinct from the Anglo-American system. This analysis, which features contributions and case studies from researchers in a range of subjects, is built on principles such as the learner¿s perspective, establishing sufficient intersubjectivity, ¿pointing out¿, and informing experience linguistically. After clarifying some historical background, the book discusses the contemporary emphasis in early childhood education on pedagogy/learning. What should ¿didactics¿ mean in educating young children The book examines the opportunities for learning that teachers provide for children in early childhood education, as well as how children respond to these 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 processes involved in both teaching and learning. What challenges do teachers face as they try to expand children¿s knowledge in various fields of learning How do they respond to these challenges, and what can we learn about children¿s corresponding uptake What now requires further research One key distinction in researching children¿s learning is between studies that look at ¿process¿ and those that analyze ¿product¿. In the tradition of Piaget, Vygotsky and Werner, as well as Mercer and Valsiner¿s more recent work, this book advocates the importance and relative rareness of the former type of study.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 276 pp. Englisch.…

Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Qualitative analyses of young children¿s learning in natural settings are rare, so this new book will make educators sit up and pay attention. It lays out a Nordic, or continental European teaching and learning paradigm whose didactic framework is distinct from the Anglo-American system. This analysis, which features contributions and case studies from researchers in a range of subjects, is built on principles such as the learner¿s perspective, establishing sufficient intersubjectivity, ¿pointing out¿, and informing experience linguistically. After clarifying some historical background, the book discusses the contemporary emphasis in early childhood education on pedagogy/learning. What should ¿didactics¿ mean in educating young children The book examines the opportunities for learning that teachers provide for children in early childhood education, as well as how children respond to these 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 processes involved in both teaching and learning. What challenges do teachers face as they try to expand children¿s knowledge in various fields of learning How do they respond to these challenges, and what can we learn about children¿s corresponding uptake What now requires further research One key distinction in researching children¿s learning is between studies that look at ¿process¿ and those that analyze ¿product¿. In the tradition of Piaget, Vygotsky and Werner, as well as Mercer and Valsiner¿s more recent work, this book advocates the importance and relative rareness of the former type of study.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 276 pp. Englisch.…