Kooperativer Bibliotheksverbund

UID:

Umfang: 1 Online-Ressource (viii, 187 Seiten)

ISBN: 9783030362713

Serie: International perspectives on early childhood education and development volume 29

Anmerkung: Open Access

Weitere Ausg.: Erscheint auch als Druck-Ausgabe ISBN 978-3-030-36270-6

Sprache: Englisch

Schlagwort(e): Vorschulerziehung ; Fröbel-Pädagogik ; Aufsatzsammlung

DOI: 10.1007/978-3-030-36271-3

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Umfang: 1 online resource (VIII, 187 pages, 7 illustrations, 5 illustrations in color)

Ausgabe: First edition, 2020.

ISBN: 3-030-36271-X

Serie: International Perspectives on Early Childhood Education and Development, 29

Inhalt: This open access book examines the educational conditions that support cultures of exploration in kindergartens. It conceptualises cultures of exploration, whether those cultures are created through children’s own engagement or are demanded of them through undertaking specific tasks within different institutional settings. It shows how the conditions for children’s exploration form a web of activities in different settings with social relationships, local landscapes and artefacts. The book builds on the understanding of cultural traditions as deeply implicated in the developmental processes, meaning that local considerations must be reflected in education for sustainable futures. Therefore the book examines and conceptualises exploration and cultural formation through locally situated cases and navigates toward global educational concepts. The book provides different windows into how children may explore in everyday practice settings in kindergarten, and contributes to a loci-based, ecological, integral knowledge relevant for early childhood education.

Anmerkung: 1. Introduction to Children’s Exploration and Cultural Formation; Elin Eriksen Ødegaard and Mariane Hedegaard -- 2. Children’s exploration as a key in children’s play and learning activity in social and cultural formation; Mariane Hedegaard -- 3. Beyond Bullying – Understanding Children’s Exploration of Inclusion and Exclusion Processes in Kindergarten; Ruth Ingrid Skoglund -- 4. Children’s explorative activities in kindergarten playgrounds: A case study in China and Norway; Hanne Værum Sørensen and Åsta Birkeland -- 5. Conflict analyses: a methodology for exploring children’s cultural formation in Early Childhood Education; Liv Torunn Grindheim -- 6. Dialogical engagement and the co-creation of cultures of exploration; Elin Eriksen Ødegaard -- 7. Historical roots of exploration – Through a Fröbelian third space; Andrea Eikset and Elin Eriksen Ødegaard -- 8. Exploration: Chinese kindergarten teachers’ perceptions and practices; Aihua Hu -- 9. Kindergarten as a budding explorative scientific community; Anne Synnøve Ekrene Hammer -- 10. Children as Music and Musical Explorers– Identifying Transition Points in Musicking; Tiri Bergesen Schei and Elin Eriksen Ødegaard -- 11. Exploration through process drama with kindergarten children; Siv Ødemotland. . , English

Weitere Ausg.: ISBN 3-030-36270-1

Sprache: Englisch

DOI: 10.1007/978-3-030-36271-3

UID:

Umfang: 1 Online-Ressource (187 p.)

ISBN: 9783030362713

Serie: International Perspectives on Early Childhood Education and Development

Inhalt: This open access book examines the educational conditions that support cultures of exploration in kindergartens. It conceptualises cultures of exploration, whether those cultures are created through children’s own engagement or are demanded of them through undertaking specific tasks within different institutional settings. It shows how the conditions for children’s exploration form a web of activities in different settings with social relationships, local landscapes and artefacts. The book builds on the understanding of cultural traditions as deeply implicated in the developmental processes, meaning that local considerations must be reflected in education for sustainable futures. Therefore the book examines and conceptualises exploration and cultural formation through locally situated cases and navigates toward global educational concepts. The book provides different windows into how children may explore in everyday practice settings in kindergarten, and contributes to a loci-based, ecological, integral knowledge relevant for early childhood education

Anmerkung: English

Sprache: Englisch

URL: kostenfrei

UID:

Umfang: 1 online resource (188 pages)

Ausgabe: 1st ed.

ISBN: 9783030362713

Serie: International Perspectives on Early Childhood Education and Development Series v.29

Inhalt: Children's Exploration and Cultural Formation -- Acknowledgement -- Contents -- Chapter 1: Introduction to Children's Exploration and Cultural Formation -- 1.1 A Cultural Historical Approach to Children's Exploration and Cultural Formation -- 1.2 Examining Cultures of Exploration -- 1.3 'Glocalisation' - Revisiting the Global and the Local in Early Childhood Education -- 1.4 The Structure of the Book -- References -- Chapter 2: Children's Exploration as a Key in Children's Play and Learning Activity in Social and Cultural Formation -- 2.1 Introduction -- 2.2 Children's Exploration in Different Life Periods -- 2.2.1 Children's Activities in the Different Institutional Settings -- 2.3 Early Childhood Education -- 2.4 Three Approaches to Explorative Learning in Kindergarten -- 2.5 Instructional Conversation (S5) About the Polar Bear's Life -- 2.6 Evaluation of the Different Educational Approaches -- 2.7 Conditions for Early Childhood Education that Orient Children Towards Play and Exploration -- 2.8 Evaluation and Pedagogy Have to Be Seen as a Unit: A Greenlandic Early Childhood -Kindergarten Project with Focus on Exploration -- 2.9 Conclusion -- References -- Chapter 3: Beyond Bullying: Understanding Children's Exploration of Inclusion and Exclusion Processes in Kindergarten -- 3.1 Bullying in Kindergarten -- 3.2 Research Focus and Aims -- 3.3 Children's Exploration -- 3.4 Earlier Research About Bullying of Relevance to Kindergarten -- 3.5 Bullying Caused in a Need for Belonging, Can Lead to Exclusion -- 3.6 The Empirical Excerpt and Methodological Aspects -- 3.7 A Case About Internal Exclusion in a Free Play Setting -- 3.7.1 Free-Play Outdoors - Not All the Three Boys Are Drawing -- 3.8 Bullying Analysed and Discussed as a Complex Exclusion Process -- 3.8.1 Individual - Relational Level -- 3.8.2 Activity Setting -- 3.8.3 Institutional Level.

Anmerkung: Description based on publisher supplied metadata and other sources

Weitere Ausg.: ISBN 9783030362706

Weitere Ausg.: Erscheint auch als Druck-Ausgabe ISBN 9783030362706

Sprache: Englisch

URL: lizenzpflichtig

UID:

Umfang: VIII, 187 p. 7 illus., 5 illus. in color. , online resource.

Ausgabe: 1st ed. 2020.

ISBN: 9783030362713

Serie: International Perspectives on Early Childhood Education and Development, 29

Inhalt: This open access book examines the educational conditions that support cultures of exploration in kindergartens. It conceptualises cultures of exploration, whether those cultures are created through children's own engagement or are demanded of them through undertaking specific tasks within different institutional settings. It shows how the conditions for children's exploration form a web of activities in different settings with social relationships, local landscapes and artefacts. The book builds on the understanding of cultural traditions as deeply implicated in the developmental processes, meaning that local considerations must be reflected in education for sustainable futures. Therefore the book examines and conceptualises exploration and cultural formation through locally situated cases and navigates toward global educational concepts. The book provides different windows into how children may explore in everyday practice settings in kindergarten, and contributes to a loci-based, ecological, integral knowledge relevant for early childhood education.

Anmerkung: 1. Introduction to Children's Exploration and Cultural Formation; Elin Eriksen Ødegaard and Mariane Hedegaard -- 2. Children's exploration as a key in children's play and learning activity in social and cultural formation; Mariane Hedegaard -- 3. Beyond Bullying - Understanding Children's Exploration of Inclusion and Exclusion Processes in Kindergarten; Ruth Ingrid Skoglund -- 4. Children's explorative activities in kindergarten playgrounds: A case study in China and Norway; Hanne Værum Sørensen and Åsta Birkeland -- 5. Conflict analyses: a methodology for exploring children's cultural formation in Early Childhood Education; Liv Torunn Grindheim -- 6. Dialogical engagement and the co-creation of cultures of exploration; Elin Eriksen Ødegaard -- 7. Historical roots of exploration - Through a Fröbelian third space; Andrea Eikset and Elin Eriksen Ødegaard -- 8. Exploration: Chinese kindergarten teachers' perceptions and practices; Aihua Hu -- 9. Kindergarten as a budding explorative scientific community; Anne Synnøve Ekrene Hammer -- 10. Children as Music and Musical Explorers- Identifying Transition Points in Musicking; Tiri Bergesen Schei and Elin Eriksen Ødegaard -- 11. Exploration through process drama with kindergarten children; Siv Ødemotland. .

In: Springer eBooks

Weitere Ausg.: Printed edition: ISBN 9783030362706

Weitere Ausg.: Printed edition: ISBN 9783030362720

Weitere Ausg.: Printed edition: ISBN 9783030362737

Sprache: Englisch

DOI: 10.1007/978-3-030-36271-3

URL: https://doi.org/10.1007/978-3-030-36271-3

UID:

Umfang: 1 online resource (188 pages)

Ausgabe: 1st ed.

ISBN: 9783030362713

Serie: International Perspectives on Early Childhood Education and Development Series ; v.29

Anmerkung: Children's Exploration and Cultural Formation -- Acknowledgement -- Contents -- Chapter 1: Introduction to Children's Exploration and Cultural Formation -- 1.1 A Cultural Historical Approach to Children's Exploration and Cultural Formation -- 1.2 Examining Cultures of Exploration -- 1.3 'Glocalisation' - Revisiting the Global and the Local in Early Childhood Education -- 1.4 The Structure of the Book -- References -- Chapter 2: Children's Exploration as a Key in Children's Play and Learning Activity in Social and Cultural Formation -- 2.1 Introduction -- 2.2 Children's Exploration in Different Life Periods -- 2.2.1 Children's Activities in the Different Institutional Settings -- 2.3 Early Childhood Education -- 2.4 Three Approaches to Explorative Learning in Kindergarten -- 2.5 Instructional Conversation (S5) About the Polar Bear's Life -- 2.6 Evaluation of the Different Educational Approaches -- 2.7 Conditions for Early Childhood Education that Orient Children Towards Play and Exploration -- 2.8 Evaluation and Pedagogy Have to Be Seen as a Unit: A Greenlandic Early Childhood -Kindergarten Project with Focus on Exploration -- 2.9 Conclusion -- References -- Chapter 3: Beyond Bullying: Understanding Children's Exploration of Inclusion and Exclusion Processes in Kindergarten -- 3.1 Bullying in Kindergarten -- 3.2 Research Focus and Aims -- 3.3 Children's Exploration -- 3.4 Earlier Research About Bullying of Relevance to Kindergarten -- 3.5 Bullying Caused in a Need for Belonging, Can Lead to Exclusion -- 3.6 The Empirical Excerpt and Methodological Aspects -- 3.7 A Case About Internal Exclusion in a Free Play Setting -- 3.7.1 Free-Play Outdoors - Not All the Three Boys Are Drawing -- 3.8 Bullying Analysed and Discussed as a Complex Exclusion Process -- 3.8.1 Individual - Relational Level -- 3.8.2 Activity Setting -- 3.8.3 Institutional Level. , 3.8.4 Society Level -- 3.9 Conclusion -- References -- Chapter 4: Children's Explorative Activities in Kindergarten Playgrounds: A Case Study in China and Norway -- 4.1 Introduction -- 4.2 Conditions for Children's Exploration -- 4.3 Studying Children's Exploration in Kindergarten -- 4.4 Children's Explorative Activities in Teacher-Organized Activities in Outdoor Playtime -- 4.4.1 Case 1. The Jumping Relay - Chinese Kindergarten -- 4.4.1.1 Summary of the Jumping- Relay, Chinese Kindergarten -- 4.4.2 Case 2. The Chicken Game - Norwegian Kindergarten -- 4.4.2.1 Summary of the Chicken-Game, Norwegian Kindergarten -- 4.4.3 Summary of Our Findings -- 4.5 Discussion of Conditions for Children's Explorations -- 4.5.1 Societal Needs, Expectations and Demands -- 4.5.2 Institutional Organization and Demands -- 4.5.3 Kindergarten Teachers' Motivation and Engagement in the Activity Setting -- 4.5.4 Children's Motivation and Engagement -- 4.5.5 Climate and Air Quality -- 4.6 Conclusion -- References -- Chapter 5: Conflict Analyses: A Methodology for Exploring Children's Cultural Formation in Early Childhood Education -- 5.1 Introduction -- 5.2 Constructing Theoretical Dialectical Knowledge -- 5.2.1 Constructing Knowledge by Emphasising Conflicts -- 5.2.2 Analysis from a Thematic Perspective -- 5.2.3 Analysis from the Perspective of Cultural Formation in Nature -- 5.2.4 Illustrating a Multifactorial Methodology for Analysis to Construct Theoretical Dialectical Knowledge -- 5.3 Method and Material -- 5.4 Analysis -- 5.4.1 Conflicts in the Activity (Imaginative Play) -- 5.4.2 Conflicts from an Institutional Perspective -- 5.4.3 Conflicts from a Cultural Perspective -- 5.4.4 Conflicts from the Perspective of Nature -- 5.4.5 The Conflicts and What Were Explored -- 5.5 Concluding Reflections -- References. , Chapter 6: Dialogical Engagement and the Co-Creation of Cultures of Exploration -- 6.1 Introduction -- 6.2 Cultural-Historical Perspective and Ecological Inspiration -- 6.3 A 'Glocal' Awareness and Moving Away from Unsustainability -- 6.4 A Pedagogical Model of Exploration as Dialogical Engagement -- 6.5 Time-Emergence and Manifestations of Practice -- 6.6 Characteristics of Exploration in Pedagogy -- 6.7 Activity, Relations, Place and Space -- 6.8 Illustrations and Discussions of Conditions -- 6.9 Meaning-Making and Participatory Space -- 6.10 The Relevance of 'Exploration' in Early Years Pedagogy in the 'Glocal' Landscape -- 6.11 Conclusion-Cultures of Exploration -- References -- Chapter 7: Historical Roots of Exploration - Through a Fröbelian Third Space -- 7.1 Play and Exploration in Friedrich Fröbel's Educational Philosophy -- 7.2 Tracing Exploration Through Friedrich Fröbel's Educational Philosophy -- 7.3 The Holistic Approach and the Invisible Third -- 7.4 Exploring Conditions for the Third Space -- 7.5 Roundtrip to the Future: Through a Fröbelian-Inspired Third Space -- Appendix -- References -- Chapter 8: Institutional Conditions for Exploration: Chinese Kindergarten Teachers' Perspectives and Practices -- 8.1 Introduction and Background -- 8.2 The Present Study -- 8.2.1 Research Question -- 8.2.2 Research Sites -- 8.2.3 Data Collection and Participants -- 8.2.4 Data Analysis -- 8.3 Findings and Discussion -- 8.3.1 Teachers' Conceptions of Children's Exploration -- 8.3.2 Explorative Activities Children Engage In -- 8.3.2.1 The General Exploration Process and Teachers' Role in It -- 8.3.2.2 Common Exploratory Activities across the Kindergartens -- 8.3.2.3 Explorative Activities of Own Distinctive Features -- 8.4 Conclusion and Implications -- References -- Chapter 9: Kindergarten as a Budding Explorative Scientific Community. , 9.1 Introduction -- 9.2 Learning and Development from a Cultural-Historical Perspective -- 9.2.1 Social Activities as Starting Points of Learning and Development -- 9.2.2 Learning and Development as Mediated -- 9.3 The Concept of Exploration -- 9.4 'Science as inquiry' and 'Practices of science' -- 9.5 Sciencing in Kindergarten -- 9.5.1 Incidental Sciencing -- 9.5.2 Informal Sciencing -- 9.5.3 Formal Sciencing -- 9.6 Bridging and Challenging Beliefs about What Constitute Good Educational Practices in Kindergarten -- 9.7 What Competences Do the Teachers Need? -- 9.8 Closing Remarks -- References -- Chapter 10: Musical Exploration in Everyday Practices - Identifying Transition Points in Musicking -- 10.1 Introduction -- 10.2 How Music Works in Institutional Settings -- 10.3 Musicking -- 10.4 Reconstructing Narratives to Understand Musicking Transition Points -- 10.4.1 Narrative 1: Music Circle Time - Exploration with Music Instruments -- 10.4.2 Narrative 2: The Sword Dance - Exploration through Rhythm and Imagination -- 10.4.3 Narrative 3: Fictional Drama - Exploration in a Joint Community -- 10.5 Conceptualising Exploration Through Identifying Transition Points -- 10.6 Music and Musical Exploration -- References -- Chapter 11: Exploration Through Process Drama with Kindergarten Children -- 11.1 Introduction -- 11.2 Part I Process Drama -- 11.3 Process Drama and children's Play -- 11.4 The Teacher's Responsibility, Role, and Attitude in Process Drama -- 11.5 Part II: An Example - With Analysing Comments -- 11.6 At the Courthouse -- 11.7 Conclusion -- References.

Weitere Ausg.: Print version: Hedegaard, Mariane Children's Exploration and Cultural Formation Cham : Springer International Publishing AG,c2020 ISBN 9783030362706

Sprache: Englisch

Schlagwort(e): Electronic books.

URL: Click to View

UID:

Umfang: 1 online resource (187 pages) ; , illustrations

ISBN: 9783030362713 , 303036271X , 9783030362720 , 3030362728 , 9783030362737 , 3030362736

Serie: International Perspectives on Early Childhood Education and Development ; v. 29

Inhalt: This open access book examines the educational conditions that support cultures of exploration in kindergartens. It conceptualises cultures of exploration, whether those cultures are created through children's own engagement or are demanded of them through undertaking specific tasks within different institutional settings. It shows how the conditions for children's exploration form a web of activities in different settings with social relationships, local landscapes and artefacts. The book builds on the understanding of cultural traditions as deeply implicated in the developmental processes, meaning that local considerations must be reflected in education for sustainable futures. Therefore the book examines and conceptualises exploration and cultural formation through locally situated cases and navigates toward global educational concepts. The book provides different windows into how children may explore in everyday practice settings in kindergarten, and contributes to a loci-based, ecological, integral knowledge relevant for early childhood education.

Anmerkung: 1. Introduction to Children's Exploration and Cultural Formation; Elin Eriksen Ødegaard and Mariane Hedegaard -- 2. Children's exploration as a key in children's play and learning activity in social and cultural formation; Mariane Hedegaard -- 3. Beyond Bullying -- Understanding Children's Exploration of Inclusion and Exclusion Processes in Kindergarten; Ruth Ingrid Skoglund -- 4. Children's explorative activities in kindergarten playgrounds: A case study in China and Norway; Hanne Vr̆um Sr̜ensen and Åsta Birkeland -- 5. Conflict analyses: a methodology for exploring children's cultural formation in Early Childhood Education; Liv Torunn Grindheim -- 6. Dialogical engagement and the co-creation of cultures of exploration; Elin Eriksen Ødegaard -- 7. Historical roots of exploration -- Through a Fröbelian third space; Andrea Eikset and Elin Eriksen Ødegaard -- 8. Exploration: Chinese kindergarten teachers' perceptions and practices; Aihua Hu -- 9. Kindergarten as a budding explorative scientific community; Anne Synnv̜e Ekrene Hammer -- 10. Children as Music and Musical Explorers- Identifying Transition Points in Musicking; Tiri Bergesen Schei and Elin Eriksen Ødegaard -- 11. Exploration through process drama with kindergarten children; Siv Ødemotland. .

Weitere Ausg.: Print version: Hedegaard, Mariane. Children's Exploration and Cultural Formation. Cham : Springer, ©2020 ISBN 9783030362706

Sprache: Englisch

DOI: 10.1007/978-3-030-36271-3

URL: ProQuest Ebook Central

URL: SpringerLink

URL: SpringerLink