Kooperativer Bibliotheksverbund

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Format: XIX, 327 S. : , Ill., graph. Darst.

Edition: 1. publ.

ISBN: 978-0-415-99411-8 , 978-0-203-88417-1 , 0-415-99411-X , 0-203-88417-5

Series Statement: The world yearbook of education 2009

Language: English

Subjects: Psychology

Keywords: Kind ; Entwicklung ; Globalisierung ; Kulturvergleich ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung

URL: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016480796&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA

URL: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016480796&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA

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Format: 1 Online-Ressource

ISBN: 9783031597855

Series Statement: Perspectives in cultural-historical research volume 13

Additional Edition: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-3-031-59784-8

Additional Edition: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-3-031-59787-9

Language: English

DOI: 10.1007/978-3-031-59785-5

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Format: 1 online resource (302 pages)

Edition: 1st ed.

ISBN: 9783031597855

Series Statement: Perspectives in Cultural-Historical Research Series ; v.13

Note: Intro -- Contents -- Chapter 1: Cultural-Historical Digital Methodologies: The Dialectics of Crisis and Research Innovation -- 1.1 Introduction -- 1.2 Concepts to Inform Research in Times of Crisis -- 1.3 Research Practices in Times of Crisis -- 1.4 Methodological Dimensions of Digital Research Methods -- 1.5 Conclusion -- References -- Part I: A Digital Educational Experiment -- Chapter 2: Theoretical Framing of a Digital Education Experiment -- 2.1 Introduction -- 2.2 What Is an Educational Experiment? -- 2.3 New Demands on Teachers and Researchers -- 2.4 Methodological Characteristics of Digital Collaboration in an Educational Experiment -- 2.5 Characteristics of the New Digital Methods Embodied in an Educational Experiment -- 2.6 Conclusion -- References -- Chapter 3: Beyond Physical Space: Using Digital Technology to Support a Collaborative Cultural-Historical Educational Experiment -- 3.1 Introduction -- 3.2 Advantages of Digital Technologies and Early Childhood Education Studies Using Digital Visual Methodology -- 3.3 Theoretical Discussion -- 3.3.1 Relationship Between the Research Fairy and the Imaginary Situation: Researcher's Active Participation through Digital Technology -- 3.3.2 Dialectical Relationships Between Researchers Within a Real Situation -- 3.3.2.1 Collaboratively Bringing Forward the Conceptual PlayWorld Implementation -- 3.3.2.2 Inspiring the Data Analysing Process -- References -- Chapter 4: The Individual and Collective Minds Behind the Role of the Educator-Researcher: An Integrated Educational Experiment -- 4.1 Introduction -- 4.2 Method Used -- 4.3 Example of Data Generated -- 4.4 Conclusion -- References -- Chapter 5: Researcher Inside a Diorama: A Digital Educational Experiment in Everyday Practices -- 5.1 Introduction -- 5.2 Background to the Creation of the Diorama -- 5.3 Discussion -- 5.4 Conclusion. , References -- Chapter 6: Early Childhood Teachers' Professional Development: The Hybrid Educational Experiment -- 6.1 Introduction -- 6.2 The Hybrid Educational Experiment -- 6.3 Overview of Research Context Over the Hybrid Educational Experiment -- 6.3.1 Face-to-Face/Onsite Professional Training Workshop -- 6.3.2 Video-Based Observation -- 6.3.3 WeChat-Based Researcher-Teacher Conversation -- 6.3.3.1 Hybrid Educational Experiment Creating the Social Situation of Development -- 6.3.3.2 Hybrid Educational Experiment Supporting Researchers to Revisit and Discuss Critical Reflective Moments with Teachers to Develop the Transformative Practices -- 6.4 Conclusion -- References -- Part II: Digital Analysis -- Chapter 7: Dialectical Pathways in Digital Data Analysis -- 7.1 Introduction -- 7.2 New Methods of Analysis in Times of Crisis -- 7.3 Dialectics: A Clew in the Research Labyrinths -- 7.4 Conclusions -- References -- Chapter 8: The Use of Digital Artifacts to Analyse Science Concept Formation in Very Young Children -- 8.1 Introduction -- 8.2 The Digital Recreation of the Body and the Experience of the Child -- 8.3 Conclusions -- References -- Chapter 9: A Cultural-Historical Re-conceptualisation of Digital Pre- and Post-survey Design Embedded in a Dynamic Multi-modal Professional Development Program -- 9.1 Introduction -- 9.1.1 PD Programs for Early Childhood Educators -- 9.1.2 Types of PD Format and Delivery -- 9.2 A Cultural-Historically Framed Survey Approach that Was Within a Dynamic Professional Development Program -- 9.3 How Crisis Propels Teacher Development -- 9.4 Conclusion -- References -- Chapter 10: Not Just Data: Analysing Visual Narratives of Children in Research and the Quest for "Micro-ethical" Moments -- 10.1 Introduction -- 10.2 The Context of the Research. , 10.3 Theoretical Conceptualisation: Vygotsky and Piaget: Beyond Dichotomies Seeking for Harmonies -- 10.4 Data Analysis: Seeing the Unseen -- 10.5 Discussion: The Case for "Micro-ethical" Moments in Visual Research -- 10.6 Conclusions -- References -- Chapter 11: Digital Methodology Beyond the Everyday: Analytical Model for Interpreting Inclusion of Children with Disabilities in Preschools -- 11.1 Introduction -- 11.2 Crises in Capturing Children's Perspective -- 11.2.1 Principle 1-Beyond the Technical Capture (Hardware to Software) -- 11.2.2 Principle 2: The Whole Rather Than a Fraction -- 11.2.3 Principle 3: Beyond the Clinical Setting and into the Living Laboratory -- 11.2.4 Principle 4: Capturing the Dynamic Process Over Time -- 11.2.5 Principle 5: The Final Theorised Model Is Located Within the Literature and Research Paradigm of the Field -- 11.3 Conclusion -- References -- Part III: Digital Artifacts and Educational Experiments in the Family Settings -- Chapter 12: Unpacking Digital Educational Experiment in the Home Setting: Crisis, Relational Proximity and Distal Participation in the Times of COVID-19 Pandemic -- 12.1 Introduction -- 12.2 Crisis: A Concept to Navigate and Understand in-Flux, Plurotemporal World -- 12.3 Dialectical Interactive Approach - a Reflexive Note -- 12.4 Digital Educational Experiment - Distal but Relationally Proximal -- 12.5 Creating New Motivating Conditions: Role of the Researcher -- 12.5.1 Chapter 13: Family's Positioning in Educational Experiment -- 12.5.2 Chapter 14: Developing Design Principle for Spatial Reasoning App -- 12.5.3 Chapter 15: Researcher's Positioning - Resolving the Dilemma Research Purpose and Pedagogical Purpose in the Educational Experiment -- 12.6 Conclusion -- References. , Chapter 13: Digital Educational Experiments: Re-conceptualising Families' Roles as Competent Educators and Co-researchers for STEM Conceptual Development -- 13.1 Introduction -- 13.2 Two Guiding Principles for the Digital Educational Experiment Design -- 13.2.1 Pedagogic Design: Mini-workshops and Storytelling Sessions -- 13.2.2 Collective Digital Activity Settings: Mutual Alignment in Motives -- 13.3 Study Design and Implementation -- 13.4 Data Showcasing the Effectiveness of the Study Design -- 13.4.1 Families as Motivated Co-researchers -- 13.4.2 Families as Competent Educators -- 13.5 Conclusion -- References -- Chapter 14: Digital Spatial Game Development and Practice Analysis in the Home Setting -- 14.1 Introduction -- 14.2 Digital Tools and Children's Conceptual Thinking in Early Years -- 14.3 Design of the Study -- 14.4 Theoretical Foundation of the Game Design -- 14.5 Practice Developing Research Approach -- 14.5.1 Instruction and Information for Parents -- 14.5.2 Interaction with Families During Observation Sessions -- 14.6 Data from Video Observation -- 14.7 Discussion -- 14.8 Conclusion -- Appendix -- Description of the Digital Games -- Rosie -- Winter Quilt -- Fun Shapes -- 3 Little Pigs -- References -- Chapter 15: Researcher's Positioning in a Digital Educational Experiment: Conceptual PlayWorlds in the Home Setting -- 15.1 Introduction -- 15.2 The Researcher's Role in Creating a New Activity Setting -- 15.3 The Researcher's Dual Social Role -- 15.4 The Researcher's Use of Theoretical Concepts as Methodological Design Principles -- 15.4.1 Crisis -- 15.4.2 Motives and Demands -- 15.4.3 Leading Activity -- 15.5 Responding to the Changing Family Context -- 15.6 Conclusion -- References -- Part IV: Digitalisation of Institutional Practices -- Chapter 16: Unfolding Innovation Through the Digitalisation of Institutional Practices. , 16.1 Introduction -- 16.2 Dialectic Perspective on Crises -- 16.2.1 Dialectics (and Crisis) Explained with the Cultural-Historical Wholeness Approach -- 16.3 Back to Normal? -- References -- Chapter 17: When Early Childhood Teacher Education Becomes a Hologram: Innovating Motives and Uninnovating Dilemmas -- 17.1 Introduction -- 17.2 Lockdown and Political Demand for Continuation of Dissituated ECTE -- 17.3 ECTE Becoming a Hologram -- 17.4 From Private to Collective Innovating -- 17.5 A Crisis of Irrelevant Innovation -- 17.6 The Danger of Neoliberal Motives Colonising Digitalisation -- References -- Chapter 18: Researching Intergenerational Engagements and Programmes During the COVID-19 Pandemic: A Methodological Reflexivity on Research Pivots -- 18.1 Introduction -- 18.2 Research on Intergenerational Engagements and Programmes -- 18.3 The Dilemma: Implications of the COVID-19 Pandemic to IG Research -- 18.4 The Motives -- 18.5 The Actions -- 18.5.1 Epistolary and/or Semi-structured Online Interviews -- 18.5.2 Online Form and Photo/Video/Voice Elicitation -- 18.5.3 Online Focus Group Discussions -- 18.6 The Transformation -- 18.7 Conclusion: Some Reflections -- References -- Chapter 19: Data Sharing Is Caring: Crisis-Induced Realisation of Open Access Policy in a PhD Project on Food Practices -- 19.1 Introduction -- 19.2 Stuck in Norway During the COVID-19 Pandemic -- 19.3 A Metaphor: The DNA Model -- 19.4 The Rationale for Data Sharing -- 19.5 Orienting Myself to the Interview Dataset -- 19.6 Conclusion -- References -- Part V: Resilient Digital Agility-Professionals Navigating a Crisis -- Chapter 20: Theorization on the Nexus of Crisis, Resilience, and Digital Agility -- 20.1 Introduction -- 20.2 A Starting Point for the Conceptualisation of the Nexus of Crisis, Resilience, and Agility -- 20.3 Resilient Digital Agility at Work-Four Examples. , 20.4 Respond, Recover, Reimagine, and Recraft-Four Characteristics of Resilient Digital Agility.

Additional Edition: Print version: Fleer, Marilyn Cultural-Historical Digital Methodology in Early Childhood Settings Cham : Springer International Publishing AG,c2024 ISBN 9783031597848

Language: English

Keywords: Electronic books. ; Electronic books.

URL: Click to View

URL: Kortext

URL: SpringerLink

URL: https://public.ebookcentral.proquest.com/choice/PublicFullRecord.aspx?p=31554434

URL: EBSCOhost

UID:

Format: 1 online resource (vii, 230 pages) : , digital, PDF file(s).

ISBN: 1-139-17947-0 , 1-107-22512-4 , 1-283-37851-5 , 1-139-18908-5 , 9786613378514 , 1-139-18780-5 , 1-139-19039-3 , 1-139-18317-6 , 1-139-18549-7 , 1-139-04947-X

Content: The contributors to this collection employ the analytic resources of cultural-historical theory to examine the relationship between childhood and children's development under different societal conditions. In particular they attend to relationships between development, emotions, motives and identities, and the social practices in which children and young people may be learners. These practices are knowledge-laden, imbued with cultural values and emotionally freighted by those who already act in them. The book first discusses the organising principles that underpin a cultural-historical understanding of motives, development and learning. The second section foregrounds children's lives to exemplify the implications of these ideas as they are played out - examining how children are positioned as learners in pre-school, primary school and play environments. The final section uses the core ideas to look at the implementation of policy aimed at enhancing children's engagement with opportunities for learning, by discussing motives in the organisations that shape children's development.

Note: Title from publisher's bibliographic system (viewed on 05 Oct 2015). , pt. 1. Motives, emotions and development -- pt. 2. Cultural practice motives and development -- pt. 3. Creating conditions for children's engagement. , English

Additional Edition: ISBN 1-107-62688-9

Additional Edition: ISBN 0-521-76742-3

Language: English

URL: Volltext  (lizenzpflichtig)

URL: Inhaltsverzeichnis

URL: https://doi.org/10.1017/CBO9781139049474

UID:

Format: 1 online resource (viii, 231 pages) : , digital, PDF file(s).

Edition: 1st ed.

ISBN: 1-107-23706-8 , 1-107-35780-2 , 1-107-34918-4 , 1-107-34193-0 , 1-107-34818-8 , 1-107-34568-5 , 1-139-23674-1

Content: This book explores the dynamics in children's everyday lives as they move between school and the family, with particular consideration of how children's motives change in response to new challenges. Professors Mariane Hedegaard and Marilyn Fleer follow four children, two from Australia and two from Denmark, over a twelve-month period. Using these case studies, they show how children's everyday activities, play, and the demands of both family and educational contexts influence their learning and development. The authors contribute to a sociocultural theory formulation that includes the child's perspective in cultural historical contexts. Their approach yields insights that transcend specific nationalities, cultures, and socioeconomic situations. The analysis shows not just how children's family life shapes their experiences in school, but how schools influence and shape their lives at home.

Note: Title from publisher's bibliographic system (viewed on 05 Oct 2015). , Machine generated contents note: Foreword; Part I. A Wholeness Approach to the Study of Children's Everyday Life: 1. Children's social situation and their activities in everyday settings; 2. The conditions that family practices create for children's learning and development; 3. Societal conditions shape family practices; Part II. Family Activity Settings: 4. Morning routines in families; 5. Walking to school ; 6. Afterschool settings and homework activities; 7. Relaxing at home - unstructured times in families; 8. The afterschool period - outdoor play at home; 9. Evening meals; 10. Bedtime routines; Part III. Children Entering School Practices and Participating in Different Settings: 11. Entering into school practice; 12. How schools create conditions for being a successful school child; Part IV. Learning, Play, and Children's Development: 13. Children's everyday life in families and across into school. , English

Additional Edition: ISBN 1-107-53163-2

Additional Edition: ISBN 1-107-02864-7

Language: English

URL: lizenzpflichtig

URL: https://doi.org/10.1017/CBO9781139236744

UID:

Format: 1 online resource (x, 290 pages) : , digital, PDF file(s).

Edition: Third edition.

ISBN: 1-009-05316-7 , 1-009-05317-5 , 1-108-90815-2

Content: Play is crucial to the learning and development of children in the early years. The third edition of Play in the Early Years is a comprehensive introduction to the theory and practice of play for children from birth to 8 years old. Drawing on classical and contemporary theories, this text examines social, cultural and institutional approaches to play, and explores a range of strategies for successfully integrating play into early years settings and primary classrooms. This edition features a new chapter on conceptual playworlds, which demonstrates what conceptual playworlds look like to infants and toddlers, pre-schoolers, and children transitioning into school. The text features classroom vignettes and photographs designed to help students connect theory to practice, and reflection questions and research activities encourage in-depth reflection and extend learning. Highly regarded by early childhood researchers and practitioners alike, Play in the Early Years remains an essential resource for pre-service students.

Note: Title from publisher's bibliographic system (viewed on 19 Mar 2021).

Additional Edition: ISBN 1-108-82114-6

Language: English

URL: lizenzpflichtig

URL: https://doi.org/10.1017/9781108908153

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Format: 1 Online-Ressource (xii, 287 Seiten) : , Illustrationen.

ISBN: 978-981-10-6484-5

Series Statement: International perspectives on early childhood education and development volume 22

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-981-10-6483-8

Language: English

Subjects: Computer Science , Education , General works

Keywords: Neue Medien ; Kind ; Alltag ; Aufsatzsammlung

DOI: 10.1007/978-981-10-6484-5

URL: Volltext  (URL des Erstveröffentlichers)

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Format: 1 online resource (xi, 310 pages) : , digital, PDF file(s).

Edition: Second edition.

ISBN: 9781108668941 (ebook)

Content: Technologies for Children explores how traditional technologies can be repurposed and re-imagined in educational environments to engage students in interactive and authentic ways. Closely aligned with both the Australian Curriculum: Technologies and the Early Years Learning Framework, it covers theory and provides practical ideas for teaching infants, toddlers, pre-schoolers and primary school children. Each chapter focuses on different aspects of technologies education, such as engineering principles and systems, food and fibre, creativity in design, and preferred futures. Fully updated, the text features critical exploration of research in the field. Student learning is supported throughout by research activities and real-world example. The new edition is an indispensable resource for both pre-service teachers and practitioners. Drawing on over twenty-five years of experience, Marilyn Fleer presents clear approaches that are readily applicable in the classroom and equips students with the necessary skills and knowledge for teaching design and technology education in Australia.

Note: Title from publisher's bibliographic system (viewed on 18 Dec 2019).

Additional Edition: Print version: ISBN 9781108705271

Language: English

URL: https://doi.org/10.1017/9781108705264

URL: lizenzpflichtig

UID:

Format: 1 online resource (302 pages)

Edition: 1st ed. 2024.

ISBN: 3-031-59785-0

Series Statement: Perspectives in Cultural-Historical Research, 13

Content: This open access book addresses methodological issues related to researching young children’s learning and development, teacher education, and professional development. It pays special attention to research conducted in digital contexts in response to the new societal demands of a global pandemic and crisis. It illustrates and discusses new methods and tools, new study designs, new analysis techniques, and new procedures developed in a time of crisis in two different parts of the world, Australia and Norway. The book suggests that, during the global pandemic, a theoretical crisis in researching children’s development in different contexts has emerged, which has not only created the need for new methods and methodologies, but has opened the space for the development of theory itself. Following a cultural-historical perspective, this book theorises these new approaches to create new theoretical concepts and new ways of researching, better understanding, and efficiently supporting childhoods in a continually changing world. This book is a great resource for researchers and students in the fields of early childhood education and educational psychology. .

Note: 1.Cultural-historical digital methodology: In times of change, innovation and resilience in the early years -- 2. Theoretical framing of a digital education experiment -- 3. Beyond physical space: Using digital technology as a relational tool to support collaborative educational experiment implementation -- 4. The individual and collective minds behind the role of the educator-researcher: An integrated educational experiment -- 5. Methodological opportunities in using Digital tools: An Educational experiment aimed at studying young children's theoretical modelling in science -- 6. The role of social media used in a digital experiment with kindergarten teachers in China -- 7. Digital analysis: challenges, possibilities, and opportunities -- 8. Mapping the Pathway of Science Concept Formation Across Infancy and Toddlerhood: A Digital Methodology -- 9. Becoming conscious of gendered interactions: Teacher development through an app as a digital tool -- 10. Cultural Historical digital methodologies and analysis: Lessons learned from a hybrid to a fully digitalised approach -- 11. Beyond the everyday: Digital tools for analysing how children create their own developmental conditions for inclusion -- 12. Historical and Psychological Materialism: Conceptual tools for digital educational experiments in the family settings -- 13. Creating Conditions for the Doubleness of Parents’ Role in Research: Building Research Intersubjectivity between the Researcher and Parents in a Digital Cultural-Historical Educational Experiment -- 14. Narrative-based digital apps to help families create motivating conditions for young children’s spatial reasoning skills development -- 15. Conceptual PlayWorlds for families: A social media educational experiment with families to support young children’s STEM concept formation in home settings -- 16. Conceptualising the role of parents in digital educational experiments: Conceptual PlayWorlds in family settings -- 17. defysicalisation or innovation of institutional practice: question of motives encouraged by digital artifacts -- 18. Transformation of Academic Teachers’ Motives and Dilemmas When Digitalising Kindergarten Teacher Education in Norway -- 19. Researching intergenerational engagements and programmes during the COVID-19 pandemic: a methodological reflexivity -- 20. (Data) Sharing is caring: corona-changes of research design in a PhD project -- 21. Multiple Perspectives in Digital Visual Observation: A New Methodological Approach to Study Children -- 22. Digital data and communication in context of the profession -- 23. Resilience in partnership research – using digital platforms in the co-creation of knowledge in pandemic times -- 24. PLUM – SKUM - The making of a Video of washing hands with and for the youngest children after the outbreak of Covid-19 -- 25. VR technology in preschool teacher education -Methodological reflections -- 26. Digitaliation – professional development/teacher education – internationalization -- 27. Afterwords/Conclusions.

Additional Edition: ISBN 3-031-59784-2

Language: English

DOI: 10.1007/978-3-031-59785-5

UID:

Format: 1 online resource (xii, 258 pages) : , digital, PDF file(s).

ISBN: 9781316841334 (ebook)

Content: Child Development in Educational Settings provides a comprehensive introduction to traditional and contemporary theories of development and learning in the contexts of early childhood and primary education. Drawing upon the experiences and perspectives of children, families, educators and Aboriginal and Torres Strait Islander scholars, Marilyn Fleer provides insights into significant theories and approaches, including cultural-historical, constructivist, social constructivist, maturational and ecological systems. The book features four major case studies, which are revisited throughout, to examine how learning and development can be re-imagined within socially, culturally and linguistically diverse communities. This approach enables readers to use theories to analyse and measure learning and development in planning and curriculum, and to feel empowered to enact change in their educational settings. Written in an engaging and accessible style, Child Development in Educational Settings is an essential resource for pre-service teachers and professionals alike.

Note: Title from publisher's bibliographic system (viewed on 19 Sep 2018). , 1. Introduction: Starting the journey -- 2. Understanding and using theory in educational settings -- 3. Observing children and using theory to analyse learning and development -- 4. Using constructivist theory to analyse learning and development -- 5. Using a bioecological model to analyse learning and development -- 6. Using cultural-historical theory to analyse learning and development -- 7. Children and families in Australia as agents of their own development -- 8. Ways of knowing, ways of being and ways of doing -- 9. How do theories position children, families and communities? -- 10. Future directions: How theories support ongoing change.

Additional Edition: Print version: ISBN 9781316631881

Language: English

URL: https://doi.org/10.1017/9781316841334

URL: lizenzpflichtig