ISBN:
9789400746176
,
1280996889
,
9781280996887
Language:
English
Pages:
Online-Ressource (XVII, 299 p. 39 illus, digital)
Series Statement:
International perspectives on early childhood education and development 7
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T. Developmental education for young children
Keywords:
Curriculum planning
;
Educational tests and measurements
;
Early childhood education
;
Educational psychology
;
Developmental psychology
;
Education
;
Education
;
Curriculum planning
;
Educational tests and measurements
;
Early childhood education
;
Educational psychology
;
Developmental psychology
;
Curriculum planning
;
Developmental psychology
;
Early childhood education
;
Education
;
Educational psychology
;
Educational tests and measurements
;
Aufsatzsammlung
;
Niederlande
;
Kind
;
Grundschule
Abstract:
Annotation Developmental Education is an approach to education in school that aims at promoting childrens cultural development and their abilities to participate autonomously and well-informed in the cultural practices of their community. From the point of view of Cultural-historical Activity theory (CHAT), a play-based curriculum has been developed over the past decades for primary school, which presents activity contexts for pupils in the classroom that create learning and teaching opportunities for helping pupils with appropriating cultural knowledge, skills, and moral understandings in meaningful ways. The approach is implemented in numerous Dutch primary schools classrooms with the explicit intention to support the learning of both pupils and teachers. The book focuses especially on education of young children (4 8 years old) in primary school and presents the underpinning concepts of this approach, and chapters on examples of good practices in a variety of subject matter areas, such as literacy (vocabulary acquisition, reading, writing), mathematics, and arts. Successful implementation of Developmental Education in the classroom strongly depends on dynamic assessment and continuous observations of young pupils development. Strategies for implementation of both the teaching practices and assessment strategies are discussed in detail in the book
Abstract:
Developmental Education is an approach to education in school that aims at promoting childrens cultural development and their abilities to participate autonomously and well-informed in the cultural practices of their community. From the point of view of Cultural-historical Activity theory (CHAT), a play-based curriculum has been developed over the past decades for primary school, which presents activity contexts for pupils in the classroom that create learning and teaching opportunities for helping pupils with appropriating cultural knowledge, skills, and moral understandings in meaningful ways. The approach is implemented in numerous Dutch primary schools classrooms with the explicit intention to support the learning of both pupils and teachers. The book focuses especially on education of young children (4 8 years old) in primary school and presents the underpinning concepts of this approach, and chapters on examples of good practices in a variety of subject matter areas, such as literacy (vocabulary acquisition, reading, writing), mathematics, and arts. Successful implementation of Developmental Education in the classroom strongly depends on dynamic assessment and continuous observations of young pupils development. Strategies for implementation of both the teaching practices and assessment strategies are discussed in detail in the book.
Description / Table of Contents:
Developmental Education for Young Children; Preface; Acknowledgements; Contents; List of Figures; List of Tables; About the Contributors; About the Editor; Chapter 1: Introduction; A Historical Note; Implementing Developmental Education; Overview of the Book; References; Part I Developmental Education: Core Issues; Chapter 2: Developmental Education: Foundations of a Play-Based Curriculum; A Vygotskian Approach to Cultural Development; The Relationship Between Learning and Development; Aim of Development: Agency in Cultural Practices; Some Conceptual Tenets of Developmental Education
Description / Table of Contents:
Social Situation of DevelopmentMeaningful Learning; Leading Activity; Zone of Proximal Development; Involvement; Play; References; Chapter 3: Responsible Teaching; Introduction; Effective Education; Progressive Education; Developmental Education; Responsible Developmental Teaching; Teacher Competence; Appendix: Teacher Competences for Developmental Education; References; Chapter 4: Developmental Education for Young Children: Basic Development; Introduction; Aiming at Broad Development in Young Children; High Flight, an Example of Good Practice; How to Support Development?
Description / Table of Contents:
Meaningful and Development-Promoting Activities and ContentsCore Activities; Contents; Developmental Perspectives of Core Activities; Developmental Perspectives in Young Children's PlayIn this section we will concentrate on the development perspectives of role-play and constructive play. Some of the other core activities will be addressed in a number of the following chapters of this book.; Object Play; Role Bound Play; Thematic Role-Play; Productive Learning Activity; Developmental Perspectives in Constructive Play; Object Play; Discovering a Meaning; Deliberately Creating
Description / Table of Contents:
Products That Enrich Role-PlayMaking Precise Constructions; Promoting Play Development; A Teacher Strategy for Assisted Performance
Description / Table of Contents:
Didactic Impulses"Didactic" is to be taken here in its original old-Greek sense of "showing" (from "deiknumi") with the intention of making others learn something new. This central-European interpretation of "didactics" was elaborated already in the 1970s by German educationalists (see for example Klafki CR741976), rejecting the interpretations of the word that later became popular in American educational theory, which referred to imposed learning, training and direct instruction.Impulse 1: Orientation; Impulse 2: Adjust and Deepen the Activity; Impulse 3: Broaden the Activity
Description / Table of Contents:
Impulse 4: Adding New Learning Opportunities
Note:
Description based upon print version of record
DOI:
10.1007/978-94-007-4617-6
URL:
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