ISBN:
9781107028647
Language:
English
Pages:
Online-Ressource (242 p)
Edition:
Online-Ausg. 2013 Electronic reproduction; Available via World Wide Web
Parallel Title:
Print version Play, Learning, and Children's Development : Everyday Life in Families and Transition to School
DDC:
155.4
Keywords:
Child development
;
Families
;
Play
;
Learning
;
Child development
;
Families
;
Learning
;
Play
;
Electronic books
;
Electronic books
Abstract:
This book explores the dynamics in children's everyday lives as they move between the school and the family
Description / Table of Contents:
Cover; Contents; Acknowledgments; Section 1 A Wholeness Approach to the Study of Children's Everyday Life; Chapter 1 Children's Social Situation and Their Activities in Everyday Settings; Central Conceptual Relations in a Child's Social Situation; Institutional Practice and How It Creates Conditions for a Child's Social Situation in Different Activity Settings; Activity Settings in Families; Child-Initiated Activities and Conflicts at the Breakfast Table; Demands; How Controversies and Conflicts Are Resolved at the Breakfast Table
Description / Table of Contents:
Child-Initiated Activities and Conflicts in the Morning Play SettingDemands; How Controversies and Conflicts Are Resolved in the Morning Play; Children Have a Different Social Situation in the Same Activity Setting; Content of the Book; Chapter 2 The Conditions that Family Practices Create for Children's Learning and Development; Family Research as a Relational Approach to Family Practice and Children's Social Situation of Development; Methodology for the Analyses of the Research Material; Presentation of Material in the Chapters; Chapter 3 Societal Conditions Shape Family Practices
Description / Table of Contents:
The Danish FamiliesThe Fredriksberg Family; The Physical Conditions; The Routines of the Week and the Children's Movement between Home, School, Kindergarten, and After-School Arrangements; The Pedagogy of the Parents; The Vanløse Family; The Physical Conditions; The Routines of the Week and the Children's Movements between Home, School, Kindergarten, and After-School Arrangements; The Pedagogy of the Parents; The Australian Families; The Peninsula Family; The Physical Conditions; Practice Traditions in the Peninsula Family; The Pedagogy of the Parents; The Westernport Family
Description / Table of Contents:
The Physical ConditionsPractice Traditions in the Westernport Family; The Pedagogy of the Parents; Differences in Physical Conditions and Practice Traditions between the Danish and Australian families; Section 2 Family Activity Settings; Chapter 4 Morning Routines in Families; The Demands That Schools Create and How These Are Met in the Peninsula Family's Early Morning Practices; Child-Initiated Activities and Conflicts in the Morning; How Demands Are Met and Conflicts Resolved - Andrew; Demands and Conflicts in the Morning Setting - Nick; How Demands Are Met and Conflicts Solved - Nick
Description / Table of Contents:
Opportunities for Becoming ResourcefulDemands between Siblings in the Morning Setting - Waiting as a Practice Tradition; How Schools Influence Home Activity Settings and Contribute to Family Practices; Societal and Institutional Demands and Conditions for both the Fredriksberg Family and the Peninsula Family; Differences in the Morning Settings for the Fredriksberg Family and the Peninsula Family; Child-Initiated Activities; How Controversies Are Solved; Different Conditions for Children's Development; Chapter 5 Walking to School; Transitions
Description / Table of Contents:
The Early Morning Activities in the Peninsula school
Note:
Description based upon print version of record
,
Electronic reproduction; Available via World Wide Web
URL:
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