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Children, Development and Education (Record no. 16153)

000 -LEADER
fixed length control field 06340nam a22004935i 4500
003 - CONTROL NUMBER IDENTIFIER
control field OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20140310145540.0
007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION
fixed length control field cr nn 008mamaa
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 110330s2011 ne | s |||| 0|eng d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9789400702431
978-94-007-0243-1
050 #4 - LIBRARY OF CONGRESS CALL NUMBER
Classification number LB1101-1139
082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 372.21
Edition number 23
264 #1 -
-- Dordrecht :
-- Springer Netherlands :
-- Imprint: Springer,
-- 2011.
912 ## -
-- ZDB-2-SHU
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Kontopodis, Michalis.
Relator term editor.
245 10 - IMMEDIATE SOURCE OF ACQUISITION NOTE
Title Children, Development and Education
Medium [electronic resource] :
Remainder of title Cultural, Historical, Anthropological Perspectives /
Statement of responsibility, etc edited by Michalis Kontopodis, Christoph Wulf, Bernd Fichtner.
300 ## - PHYSICAL DESCRIPTION
Extent VIII, 264 p.
Other physical details online resource.
440 1# - SERIES STATEMENT/ADDED ENTRY--TITLE
Title International perspectives on early childhood education and development ;
Volume number/sequential designation 3
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note 1. M. Kontopodis: Introduction -- Part I: Culture, History and Child Development -- 2. A. Stetsenko: Darwin and Vygotsky on Development - An exegesis on human nature -- 3. F. Seeger & M. Hildebrand-Nilshon: Two Lines of Development: Reconsidering and Updating Vygotsky’s Argument -- 4. Ch. Moro: Material Culture and Semiotic Development in Early Childhood -- 5. Ch. Wulf: Mimesis in Early Childhood – Enculturation, Practical Knowledge and Performativity -- 6. B. Althans: Speculative Fantasies - Infancy in the Educational Discourse of Early Modern Germany -- Part II: Gender, Performativity and Educational Practice -- 7. M. Hedegaard: A Cultural-Historical Approach to Children’s Development of Multiple Cultural Identities -- 8. G. Ivinson: School Curriculum as Developmental Resource – Gender and Knowledge -- 9. K. Audehm: Under the Sign of the Coffee Pot: Mealtime Rituals as Performative Practices -- 10. S. Klasen: Touching Each Other - Video-analysis of Mother-Infant Interaction after the Birth -- 11. E. Sørensen: Configuration of Ontologies - an Inquiry into Learning Designs -- 12. M. Kontopodis: Enacting Human Developments – From Representation to Virtuality -- 13. A. Chronaki: “Troubling” Essentialist Identities – Performative Mathematics and the Politics of possibility. Instead of an Epilogue -- 14. S. Chaiklin: The Role of ‘Practice’ in Cultural-Historical Science -- Biographical Notes -- Index.
520 ## - SUMMARY, ETC.
Summary, etc Historical anthropology is a revision of the German philosophical anthropology under the influences of the French historical school of Annales and the Anglo-Saxon cultural anthropology. Cultural-historical psychology is a school of thought which emerged in the context of the Soviet revolution and deeply affected the disciplines of psychology and education in the 20th century. This book draws on these two schools to advance current scholarship in child and youth development and education. It also enters in dialogue with other relational approaches and suggests alternatives to mainstream western developmental theories and educational practices. This book emphasizes communication and semiotic processes as well as the use of artifacts, pictures and technologies in education and childhood development, placing a special focus on active subjectivity, historicity and performativity. Within this theoretical framework, contributors from Europe and the U.S. highlight the dynamic and creative aspects of school, family and community practices and the dramatic aspects of child development in our changing educational institutions. They also use a series of original empirical studies to introduce different research methodologies and complement theoretical analyses in an attempt to find innovative ways to translate cultural-historical and historical anthropological theory and research into a thorough understanding of emerging phenomena in school and after-school education of ethnic minorities, gender-sensitive education, and educational and family policy. Divided into two main parts, “Culture, History and Child Development”, and “Gender, Performativity and Educational Practice”, this book is useful for anyone in the fields of cultural-historical research, educational science, educational and developmental psychology, psychological anthropology, and childhood and youth studies. This book presents interesting original research with a strong cultural dimension. It provides material for important theoretical innovations regarding the notions of practice, performativity, or subjectivity. It shows the relevance of historical approaches to the understanding of human cultural development and cultural practices, that may help students and researchers of education and psychology better understand their own constructed actuality. Bert van Oers, Professor, VU University Amsterdam, The Netherlands The strongest aspect of Children, Development and Education is its interdisciplinary character. The breadth of approaches, cutting across evolution, ontogenesis, and cultural history, is impressive and innovative, and makes an original and timely contribution to the study of human development. Igor Arievitch, Professor, The City University of New York, USA This excellent book brings to discussion, in an innovative way, issues of culture, childhood and development that are of great interest for the international audience since it opens new paths to look at cultural-historical research, educational science, developmental psychology and childhood research. Maria Cecília Camargo Magalhães, Professor, Catholic University of São Paulo, SP, Brazil  
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Education.
Topical term or geographic name as entry element Early childhood education.
Topical term or geographic name as entry element Educational psychology.
Topical term or geographic name as entry element Anthropology.
Topical term or geographic name as entry element Developmental psychology.
Topical term or geographic name as entry element Education.
Topical term or geographic name as entry element Childhood Education.
Topical term or geographic name as entry element Educational Psychology.
Topical term or geographic name as entry element Developmental Psychology.
Topical term or geographic name as entry element Anthropology.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Wulf, Christoph.
Relator term editor.
Personal name Fichtner, Bernd.
Relator term editor.
710 2# - ADDED ENTRY--CORPORATE NAME
Corporate name or jurisdiction name as entry element SpringerLink (Online service)
773 0# - HOST ITEM ENTRY
Title Springer eBooks
776 08 - ADDITIONAL PHYSICAL FORM ENTRY
Display text Printed edition:
International Standard Book Number 9789400702424
856 40 - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier http://dx.doi.org/10.1007/978-94-007-0243-1
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme
Item type E-Book
Copies
Price effective from Permanent location Date last seen Not for loan Date acquired Source of classification or shelving scheme Koha item type Damaged status Lost status Withdrawn status Current location Full call number
2014-04-02AUM Main Library2014-04-02 2014-04-02 E-Book   AUM Main Library372.21
Languages: 
English |
العربية