LEADER 04150nam 22006852 450 001 9910810546903321 005 20230111174410.0 010 $a1-139-88575-8 010 $a1-107-48429-4 010 $a1-107-47850-2 010 $a1-107-47837-5 010 $a1-107-47860-X 010 $a1-107-47846-4 010 $a1-107-47841-3 010 $a0-511-84483-2 035 $a(CKB)2670000000433803 035 $a(SSID)ssj0000999484 035 $a(PQKBManifestationID)11551041 035 $a(PQKBTitleCode)TC0000999484 035 $a(PQKBWorkID)10943917 035 $a(PQKB)11030751 035 $a(Au-PeEL)EBL1543596 035 $a(CaPaEBR)ebr10773472 035 $a(CaONFJC)MIL538489 035 $a(OCoLC)862614563 035 $a(UkCbUP)CR9780511844836 035 $a(MiAaPQ)EBC1543596 035 $a(EXLCZ)992670000000433803 100 $a20101028d2010|||| uy| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEarly learning and development $ecultural-historical concepts in play /$fMarilyn Fleer 210 1$aCambridge :$cCambridge University Press,$d2010. 215 $a1 online resource (xxi, 243 pages) $cdigital, PDF file(s) 300 $aTitle from publisher's bibliographic system (viewed on 05 Oct 2015). 311 $a0-521-12265-1 311 $a1-306-07238-7 320 $aIncludes bibliographical references (pages 221-236) and index. 327 $aPart I. Learning and Development in Play. A political-pedagogical landscape ; Parallel conceptual worlds ; Teacher beliefs about teaching concepts ; Valued curriculum concepts in early education ; Teacher knowledge of subject matter concepts ; Empirical and narrative knowledge development in play ; Children building theoretical knowledge in play. -- Part II. Cultural-Historical Theories of Play and Learning. Cultural-historical programs that afford play development - play as a leading activity ; Theories about play and learning ; The imaginative act as conceptual play. -- Part III. Learning and Development as Cultural Practice. Views on child development matter ; A revolutionary view of development ; Children's development as participation in everyday practices across institutions ; A cultural-historical view of play, learning and development. 330 $aEarly Learning and Development provides a unique synthesis of cultural-historical theory from Vygotsky, Elkonin and Leontiev in the twentieth century to the ground-breaking research of scholars such as Siraj-Blatchford, Kratsova and Hedegaard today. It demonstrates how development and learning are culturally embedded and institutionally defined, and it reflects specifically upon the implications for the early childhood profession. Divided into parts, with succinct chapters that build upon knowledge progressively, the everyday lives of children at home, in the community, at pre-school and at school are discussed in the context of child development and pedagogy. The book explicitly problematises the foundations of early childhood education, inviting postgraduates, researchers and academics to drill down into specific areas of international discourse, and extending upper-level undergraduates beyond the fundamental underpinnings of their learning. Ultimately Early Learning and Development offers new models of 'conceptual play' practice and theory within a globally resonant, cultural-historical framework. 517 3 $aEarly Learning & Development 606 $aEarly childhood education$vCross-cultural studies 606 $aEarly childhood education$xHistoriography 606 $aPlay$vCross-cultural studies 606 $aChild development$vCross-cultural studies 615 0$aEarly childhood education 615 0$aEarly childhood education$xHistoriography. 615 0$aPlay 615 0$aChild development 676 $a372.21 700 $aFleer$b Marilyn$01188781 801 0$bUkCbUP 801 1$bUkCbUP 906 $aBOOK 912 $a9910810546903321 996 $aEarly learning and development$94100134 997 $aUNINA