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Record Nr. |
UNINA9910791878403321 |
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Autore |
Daniels Harry |
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Titolo |
Vygotsky and Special Needs Education [[electronic resource] ] : Rethinking Support for Children and Schools |
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Pubbl/distr/stampa |
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London, : Continuum International Publishing, 2011 |
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ISBN |
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1-4411-6969-5 |
1-283-01579-X |
9786613015792 |
1-4411-4168-5 |
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Descrizione fisica |
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1 online resource (247 p.) |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Early childhood education -- Philosophy |
Special education -- Philosophy |
Vygotskii?, L. S. (Lev Semenovich), 1896-1934 -- Criticism and interpretation |
Vygotskii?, L. S |
Vygotskii?, L. S. --(Lev Semenovich), --1896-1934 --Criticism and interpretation |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di contenuto |
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Contents; Notes on Contributors; Introduction; Part I: CHILDREN WITH SPECIAL NEEDS; Part II: EDUCATIONAL PSYCHOLOGICAL PEDAGOGICAL PRACTICE; Part III: SUPPORT THAT TRANSCENDS BORDERS; Index |
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Sommario/riassunto |
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After Piaget, Vygotsky is perhaps the most important educational theorist of the twentieth century. Support for schools and pupils with additional needs has been theorised in a number of ways over the last 100 years and much interest has been shown in the development and relevance of Vygotsky's ideas. It is ironic, therefore, that so little has been written about the practical application of such a perspective to the field. This book brings together researchers working in the UK and Denmark to reflect on the benefits to be had from taking such a stance on support for children and schools. All |
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