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ویرایش:
نویسندگان: Mariane Hedegaard (editor). Elin Eriksen Ødegaard (editor)
سری:
ISBN (شابک) : 3030362701, 9783030362706
ناشر: Springer
سال نشر: 2020
تعداد صفحات: 188
زبان: English
فرمت فایل : PDF (درصورت درخواست کاربر به PDF، EPUB یا AZW3 تبدیل می شود)
حجم فایل: 4 مگابایت
در صورت تبدیل فایل کتاب Children's Exploration and Cultural Formation (International Perspectives on Early Childhood Education and Development, 29) به فرمت های PDF، EPUB، AZW3، MOBI و یا DJVU می توانید به پشتیبان اطلاع دهید تا فایل مورد نظر را تبدیل نمایند.
توجه داشته باشید کتاب کاوش و شکلگیری فرهنگی کودکان (دیدگاههای بینالمللی در مورد آموزش و پرورش در دوران اولیه کودکی، 29) نسخه زبان اصلی می باشد و کتاب ترجمه شده به فارسی نمی باشد. وبسایت اینترنشنال لایبرری ارائه دهنده کتاب های زبان اصلی می باشد و هیچ گونه کتاب ترجمه شده یا نوشته شده به فارسی را ارائه نمی دهد.
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