| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910588592603321 |
|
|
Titolo |
Piaget and Vygotsky in XXI century [[electronic resource] ] : Discourse in early childhood education / / edited by Nikolay Veraksa, Ingrid Pramling Samuelsson |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
|
|
|
|
|
|
|
|
|
ISBN |
|
|
|
|
|
|
Edizione |
[1st ed. 2022.] |
|
|
|
|
|
Descrizione fisica |
|
1 online resource (209 pages) |
|
|
|
|
|
|
Collana |
|
Early Childhood Research and Education: An Inter-theoretical Focus, , 2946-6105 ; ; 4 |
|
|
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Early childhood education |
Education - Philosophy |
Developmental psychology |
Teaching |
Education - Curricula |
Early Childhood Education |
Educational Philosophy |
Developmental Psychology |
Pedagogy |
Philosophy of Education |
Curriculum Studies |
Desenvolupament infantil |
Psicologia del desenvolupament |
Psicologia pedagògica |
Llibres electrònics |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Nota di contenuto |
|
1. Introduction -- 2. Vygotsky's Theory Culture as a Prerequisite for Education -- 3. Learning and development in a designed world -- 4. Dialectical thinking -- 5. Social representations of play Piaget, Vygotsky and beyond -- 6. Children’s perspectives informing theories and Nordic preschool practice -- 7. Preschool children’s pretend play |
|
|
|
|
|
|
|
|
|
|
|
viewed from a Vygotskyan and a Piagetian perspective -- 8. Piaget and Vygotsky powerful inspirators for today’s students in early education -- 9. Constructivism and social constructivism in the study of relationship -- 10. Piaget and Vygotsky’s play theories The profile of Twenty-First-Century evidence. |
|
|
|
|
|
|
Sommario/riassunto |
|
The book provides a comprehensive analyses of Vygotsky’s and Piaget’s theories implementation in modern preschool education.It analyzes the problem of the relationship between the natural and the cultural in the context of Vygotsky and Jean Piaget theories. Their discourses complemented each other: whereas Vygotsky developed his theory in the direction from society (culture) to the individual child, Piaget’s movement was the opposite: from individual child to society. These two approaches confront modern world with the need to analyze the problem of childhood: is childhood a period of cultural exploration or is it a special form of relationship in which both the egocentrism and consciousness of the child, and the egocentrism and consciousness of culture are represented? Readers will gain insight into the methodology that makes possible to unite up-to-date views based on Vygotsky and Piaget theories on child development and education. . |
|
|
|
|
|
|
|
| |