Titlebook: Child Development Within Contexts; Cultural-Historical Nikolai Veresov,Sarika Kewalramani,Junqian Ma Book 2024 The Editor(s) (if applicabl

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Construction and Reconstruction of the Bi-cultural Context: A Case of a Second-Generation Chinese Aual role of the family, kindergarten, and primary school, alongside Covin’s proactive engagement in constructing and reconstructing the bi-cultural context, thereby uncovering an intricate web of cultural negotiation.

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dura-mater

Cassandra Peinert-Elger,Alexander Magerhansopment of the cultural-historical analysis of the contexts of contemporary childhood. The chapter proposes an advanced theoretical model of analysis of contemporary contexts through the theoretical concepts of social environment, social situation of development, inter/intra-psychological drama and p

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https://doi.org/10.1007/978-3-658-41510-5ay context as a special space of play in which all the main components of play (imaginary situation, play actions, rules, roles) can be seen in a dialectical unity of external and internal aspects. We believe that the concept of play context not only extends the possibilities of analysis and opens u

Isthmus

FOVEA

Qualitätsserien aus Deutschlandcal framework. Grounded in Vygotsky’s cultural-historical theory, it asserts the indispensable role of culture in child development and critiques the decontextualized study on child development in existing literature. Employing Veresov’s model, it distinguishes between broad socio-cultural context,

Emmenagogue

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https://doi.org/10.1007/978-3-658-41982-0erning children’s digital-play contexts. This chapter theorises how aspects of perezhivanie—particularly the role of emotions, emotional attitudes, and related experiences—can shape children’s communication and social-emotional learning dispositions within digital-play contexts. We examine how perez