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Titlebook: Child Perspectives and Children’s Perspectives in Theory and Practice; Dion Sommer,Ingrid Pramling Samuelsson,Karsten Hun Book 2010 Spring

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发表于 2025-3-21 17:42:49 | 显示全部楼层 |阅读模式
书目名称Child Perspectives and Children’s Perspectives in Theory and Practice
编辑Dion Sommer,Ingrid Pramling Samuelsson,Karsten Hun
视频video
概述A unique cross-disciplinary study in the field of early childhood education.Targets the growing interest worldwide in child perspectives and children’s perspectives.Clearly explains the theoretical ba
丛书名称International Perspectives on Early Childhood Education and Development
图书封面Titlebook: Child Perspectives and Children’s Perspectives in Theory and Practice;  Dion Sommer,Ingrid Pramling Samuelsson,Karsten Hun Book 2010 Spring
描述.Recent decades have seen a growing emphasis, in a number of professional contexts, on acknowledging and acting on the views of children. This trend was given added weight by the UN Convention on the Rights of the Child, ratified in 1990. Today, seeking the perspective of the child has become an essential process in all sorts of tasks, from framing new legislation to regulating professions...This book answers the fundamental question of what it is that constitutes a ‘child perspective’, and how this might differ from the perspectives of children themselves. The answers to such questions have important implications for building progressive and developmental adult-child relationships. However, theoretical and empirical treatments of child perspectives and children’s perspectives are very diverse and idiosyncratic, and the standard reference work has yet to be written...Thus, this work is an attempt to fill the gap in the literature by searching for and defining key formulations of potential child perspectives within parts of the so-called ‘new child paradigm’. This has been derived from childhood sociology, contextual-relational developmental psychology, interpretative humanistic psy
出版日期Book 2010
关键词GMAT; Rights of the child; UN convention; child perspectives; child studies; child-care; childhood sociolo
版次1
doihttps://doi.org/10.1007/978-90-481-3316-1
isbn_softcover978-94-007-3150-9
isbn_ebook978-90-481-3316-1Series ISSN 2468-8746 Series E-ISSN 2468-8754
issn_series 2468-8746
copyrightSpringer Science+Business Media B.V. 2010
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,Teilbarkeit in Integritätsbereichen,arch and its relation to learning will be problematized and discussed. Examples of content areas are literacy, mathematics, social science, and natural science. Communication, relations, and contents have to be intertwined and related to children’s perspectives.
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Qualitätsmanagement für Dienstleistungen as experiencing, meaning-making actors in their actual life-worlds. In addition the integrative potentials of groundbreaking research within the realm of early intersubjectivity stemming from developmental psychology are underscored.
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Childhood Sociology and Contextual–Relational Psychology – Common Platforms for a Child Perspective? as experiencing, meaning-making actors in their actual life-worlds. In addition the integrative potentials of groundbreaking research within the realm of early intersubjectivity stemming from developmental psychology are underscored.
发表于 2025-3-23 01:13:42 | 显示全部楼层
In Search of the Role of Child Perspectives and Children’s Perspectives in Early Childhood Educationo knowledge development in school. The intention today, at least in the Scandinavian countries, is to merge the two cultures into a third more goal-directed one that is driven by adults, but retains the child perspectives. A further aim is to direct early childhood education more towards children’s participation and perspectives.
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In Search of the Features of Child Perspectives and Children’s Perspectives in Developmental Pedagogomes central and has consequences for how play and learning have to be integrated in work with young children. But the most central key question is the crossroad between working goal-directed towards something children should develop an idea about simultaneously as every child should be met in their individual experiences and perspectives.
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In Search of Theoretical Preconditions for an Early Childhood Education Built on Children’s Perspectrience variation in the dimension of that aspect. (5) A certain pattern of variation and invariance is necessary for the learner to experience variation in the dimension of a critical aspect (it must vary while other dimensions are invariant). Each of these points is here discussed and related to children’s perspectives and child perspectives.
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