LEADER 04334nam 22007935 450 001 9910588592603321 005 20240222100600.0 010 $a3-031-05747-3 024 7 $a10.1007/978-3-031-05747-2 035 $a(MiAaPQ)EBC7075912 035 $a(Au-PeEL)EBL7075912 035 $a(CKB)24720951000041 035 $a(DE-He213)978-3-031-05747-2 035 $a(EXLCZ)9924720951000041 100 $a20220818d2022 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPiaget and Vygotsky in XXI century $eDiscourse in early childhood education /$fedited by Nikolay Veraksa, Ingrid Pramling Samuelsson 205 $a1st ed. 2022. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2022. 215 $a1 online resource (209 pages) 225 1 $aEarly Childhood Research and Education: An Inter-theoretical Focus,$x2946-6105 ;$v4 311 08$aPrint version: Veraksa, Nikolay Piaget and Vygotsky in XXI Century Cham : Springer International Publishing AG,c2022 9783031057465 327 $a1. 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. 330 $aThe book provides a comprehensive analyses of Vygotsky?s and Piaget?s theories implementation in modern preschool education.It analyzes the problem of the relationship between the natural and the cultural in the context of Vygotsky and Jean Piaget theories. Their discourses complemented each other: whereas Vygotsky developed his theory in the direction from society (culture) to the individual child, Piaget?s movement was the opposite: from individual child to society. These two approaches confront modern world with the need to analyze the problem of childhood: is childhood a period of cultural exploration or is it a special form of relationship in which both the egocentrism and consciousness of the child, and the egocentrism and consciousness of culture are represented? Readers will gain insight into the methodology that makes possible to unite up-to-date views based on Vygotsky and Piaget theories on child development and education. . 410 0$aEarly Childhood Research and Education: An Inter-theoretical Focus,$x2946-6105 ;$v4 606 $aEarly childhood education 606 $aEducation$xPhilosophy 606 $aDevelopmental psychology 606 $aTeaching 606 $aEducation$xCurricula 606 $aEarly Childhood Education 606 $aEducational Philosophy 606 $aDevelopmental Psychology 606 $aPedagogy 606 $aPhilosophy of Education 606 $aCurriculum Studies 606 $aDesenvolupament infantil$2thub 606 $aPsicologia del desenvolupament$2thub 606 $aPsicologia pedagògica$2thub 608 $aLlibres electrònics$2thub 615 0$aEarly childhood education. 615 0$aEducation$xPhilosophy. 615 0$aDevelopmental psychology. 615 0$aTeaching. 615 0$aEducation$xCurricula. 615 14$aEarly Childhood Education. 615 24$aEducational Philosophy. 615 24$aDevelopmental Psychology. 615 24$aPedagogy. 615 24$aPhilosophy of Education. 615 24$aCurriculum Studies. 615 7$aDesenvolupament infantil 615 7$aPsicologia del desenvolupament 615 7$aPsicologia pedagògica 676 $a305.231 676 $a155 702 $aVeraksa$b N. E$g(Nikolai? Evgen?evich),$f1946- 702 $aPramling Samuelsson$b Ingrid 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910588592603321 996 $aPiaget and Vygotsky in XXI Century$92907966 997 $aUNINA