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Author: George E. Forman
Publisher: Wadsworth Publishing Company
ISBN:
Category : Social Science
Languages : en
Pages : 243
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Book Description
Author: Kerry H. Robinson
Publisher: Routledge
ISBN: 1136304169
Category : Social Science
Languages : en
Pages : 184
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Book Description
Innocence, Knowledge and the Construction of Childhood provides a critical examination of the way we regulate children’s access to certain knowledge and explores how this regulation contributes to the construction of childhood, to children’s vulnerability and to the constitution of the ‘good’ future citizen in developed countries. Through this controversial analysis, Kerry H. Robinson critically engages with the relationships between childhood, sexuality, innocence, moral panic, censorship and notions of citizenship. This book highlights how the strict regulation of children’s knowledge, often in the name of protection or in the child’s best interest, can ironically, increase children’s prejudice around difference, increase their vulnerability to exploitation and abuse, and undermine their abilities to become competent adolescents and adults. Within her work Robinson draws upon empirical research to: provide an overview of the regulation and governance of children’s access to ‘difficult knowledge’, particularly knowledge of sexuality explore and develop Foucault’s work on the relationship between childhood and sexuality identify the impact of these discourses on adults’ understanding of childhood, and the tension that exists between their own perceptions of sexual knowledge, and the perceptions of children reconceptualise children’s education around sexuality. Innocence, Knowledge and the Construction of Childhood is essential reading for both undergraduate and postgraduate students undertaking courses in education, particularly with a focus on early childhood or primary teaching, as well as in other disciplines such as sociology, gender and sexuality studies, and cultural studies.
Author: George E. Forman
Publisher: Wadsworth Publishing Company
ISBN:
Category : Social Science
Languages : en
Pages : 243
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Book Description
Author: Daniel Ness
Publisher: Rowman & Littlefield Publishers
ISBN: 1461638534
Category : Education
Languages : en
Pages : 286
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Book Description
Knowledge under Construction investigates how young children develop spatial, geometric, and scientific thinking skills-particularly those associated with architecture. Based on original research and analysis of videotapes of children's play with blocks, the authors' findings suggest that such play is anything but pointless. Their conclusions fill in gaps in our current understanding of how children learn to think spatially and scientifically even while challenging portions of that understanding, including some of Piaget's thesis about the primacy of topological space in children's learning. A system of measurement developed to identify and categorize children's spontaneous behavior at play allows adults to observe patterns of behavior as children play and record the development of process skills and cognitive abilities, enhancing our understanding of how children begin to learn about space and architectural relationships. The book also examines the educational implications of our enhanced understanding. One possible development is a new, alternative way to measure cognitive abilities and development in children based on their work with blocks.
Author: Seymour A Papert
Publisher: Basic Books
ISBN: 154167510X
Category : Education
Languages : en
Pages : 272
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Book Description
In this revolutionary book, a renowned computer scientist explains the importance of teaching children the basics of computing and how it can prepare them to succeed in the ever-evolving tech world. Computers have completely changed the way we teach children. We have Mindstorms to thank for that. In this book, pioneering computer scientist Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers. Technology changes every day, but the basic ways that computers can help us learn remain. For thousands of teachers and parents who have sought creative ways to help children learn with computers, Mindstorms is their bible.
Author: Leslie P. Steffe
Publisher: Springer Science & Business Media
ISBN: 144190591X
Category : Education
Languages : en
Pages : 379
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Book Description
Children’s Fractional Knowledge elegantly tracks the construction of knowledge, both by children learning new methods of reasoning and by the researchers studying their methods. The book challenges the widely held belief that children’s whole number knowledge is a distraction from their learning of fractions by positing that their fractional learning involves reorganizing—not simply using or building upon—their whole number knowledge. This hypothesis is explained in detail using examples of actual grade-schoolers approaching problems in fractions including the schemes they construct to relate parts to a whole, to produce a fraction as a multiple of a unit part, to transform a fraction into a commensurate fraction, or to combine two fractions multiplicatively or additively. These case studies provide a singular journey into children’s mathematics experience, which often varies greatly from that of adults. Moreover, the authors’ descriptive terms reflect children’s quantitative operations, as opposed to adult mathematical phrases rooted in concepts that do not reflect—and which in the classroom may even suppress—youngsters’ learning experiences. Highlights of the coverage: Toward a formulation of a mathematics of living instead of being Operations that produce numerical counting schemes Case studies: children’s part-whole, partitive, iterative, and other fraction schemes Using the generalized number sequence to produce fraction schemes Redefining school mathematics This fresh perspective is of immediate importance to researchers in mathematics education. With the up-close lens onto mathematical development found in Children’s Fractional Knowledge, readers can work toward creating more effective methods for improving young learners’ quantitative reasoning skills.
Author:
Publisher: IOS Press
ISBN:
Category :
Languages : en
Pages : 4947
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Book Description
Author: Neil Mercer
Publisher: Multilingual Matters
ISBN: 9781853592621
Category : Education
Languages : en
Pages : 148
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Book Description
Through analyzing talk which goes on in primary school classrooms and some other locations, this text explains the process of teaching and learning as a social, communicative activity. It contains transcribed episodes of speech between learners and teachers, and learners to learners. The concepts described should be useful for teachers concerned with the quality of education in their classrooms.
Author: Jane Murray
Publisher: Routledge
ISBN: 1317383893
Category : Education
Languages : en
Pages : 216
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Book Description
A focal point of early childhood education is how young children build knowledge and the ways that practitioners, parents and carers can help them to do so. Many adults find it challenging to identify what knowledge young children are building and how they do so, making it difficult to support young children’s learning and development in the most effective ways. This essential guide will help you to identify and develop young children’s knowledge and understanding in early years settings, not only in terms of statutory requirements but far beyond them. Building Knowledge in Early Childhood Education draws on empirical research findings from the Young Children As Researchers (YCAR) project to examine everyday activities and reveal the means that young children use to build knowledge and understanding, as well as exploring the similarities between learning behaviours in early childhood and adult life. Interweaving everyday activities in practice with research and theory, this book covers: how young children construct knowledge; learning, problem-solving and exploring; concepts and conceptualising in early childhood; evidence-based decision-making; how young children behave as researchers. Offering practical advice and suggestions to create opportunities that identify and facilitate young children’s own constructions of knowledge and understanding, this book is essential reading for practitioners, students and all those interested in the theories surrounding young children as researchers.
Author: José Antonio Castorina
Publisher: IAP
ISBN:
Category : Psychology
Languages : en
Pages : 208
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Book Description
The result of a deep research work sustained for more than two decades, this book studies the construction of social knowledge from a constructivist perspective inherited from Piagetian thought. It thus advances in a process of revision and discussion, while maintaining crucial aspects of this current for the approach to the construction of the subject and the object of knowledge, in the search for the elaboration of an explanatory theory for the formation of new knowledge. A collaborative proposal between different disciplines of potential interest for the different actors who study and intervene in this field.
Author: Paul Ernest
Publisher: Routledge
ISBN: 113636479X
Category : Education
Languages : en
Pages : 296
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Book Description
First published in 1994. This book and its companion volume, Mathematics, Education and Philosophy: An International Perspective are edited collections. Instead of the sharply focused concerns of the research monograph, the books offer a panorama of complementary and forward-looking perspectives. They illustrate the breadth of theoretical and philosophical perspectives that can fruitfully be brough to bear on the mathematics and education. The empathise of this book is on epistemological issues, encompassing multiple perspectives on the learning of mathematics, as well as broader philosophical reflections on the genesis of knowledge. It explores constructivist and social theories of learning and discusses the rile of the computer in light of these theories.
