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 LEADER 03173nam 2200673 450 001 9910818783703321 005 20211009010344.0 010 $a0-674-72699-5 010 $a0-674-72607-3 024 7 $a10.4159/harvard.9780674726079 035 $a(CKB)3710000000081478 035 $a(EBL)3301376 035 $a(SSID)ssj0001083629 035 $a(PQKBManifestationID)11653376 035 $a(PQKBTitleCode)TC0001083629 035 $a(PQKBWorkID)11017743 035 $a(PQKB)10553636 035 $a(DE-B1597)213441 035 $a(OCoLC)867049989 035 $a(OCoLC)979778197 035 $a(DE-B1597)9780674726079 035 $a(Au-PeEL)EBL3301376 035 $a(CaPaEBR)ebr10823659 035 $a(MiAaPQ)EBC3301376 035 $a(MiAaPQ)EBC7186177 035 $a(Au-PeEL)EBL7186177 035 $a(EXLCZ)993710000000081478 100 $a20140118d2014 uy 0 101 0 $aeng 135 $aurnn#---|u||u 181 $ctxt 182 $cc 183 $acr 200 10$aRomania's abandoned children $edeprivation, brain development, and the struggle for recovery /$fCharles A. Nelson, Nathan A. Fox, Charles H. Zeanah 210 1$aCambridge, Massachusetts ;$aLondon, England :$cHarvard University Press,$d2014. 210 4$dŠ2014 215 $a1 online resource (416 p.) 300 $aDescription based upon print version of record. 311 0 $a0-674-72470-4 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$tPreface --$tChapter 1. The Beginning of a Journey --$tChapter 2. Study Design and Launch --$tChapter 3. The History of Child Institutionalization in Romania --$tChapter 4. Ethical Considerations --$tChapter 5. Foster Care Intervention --$tChapter 6. Developmental Hazards of Institutionalization --$tChapter 7. Cognition and Language --$tChapter 8. Early Institutionalization and Brain Development --$tChapter 9. Growth, Motor, and Cellular Findings --$tChapter 10. Socioemotional Development --$tChapter 11. Psychopathology --$tChapter 12. Putting the Pieces Together --$tReferences --$tNotes --$tAcknowledgments --$tIndex 330 $aRomania's Abandoned Children reveals the heartbreaking toll paid by children deprived of responsive care, stimulation, and human interaction. Compared with children in foster care, the institutionalized children in this rigorous twelve?year study showed severe impairment in IQ and brain development, along with social and emotional disorders. 606 $aAbandoned children$zRomania$xPsychology 606 $aAbandoned children$xDeinstitutionalization$zRomania 606 $aDeprivation (Psychology) 615 0$aAbandoned children$xPsychology. 615 0$aAbandoned children$xDeinstitutionalization 615 0$aDeprivation (Psychology) 676 $a362.7309498 700 $aNelson$b Charles A$g(Charles Alexander)$0118207 701 $aFox$b Nathan A$01724754 701 $aZeanah$b Charles H$0729284 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910818783703321 996 $aRomania's abandoned children$94127080 997 $aUNINA LEADER 01350nam0 22002891i 450 001 UON00498361 005 20231205105403.465 010 $a978-88-555-3111-5 100 $a20191017d2011 |0itac50 ba 101 $aita 102 $aIT 105 $a|||| ||||| 200 1 $aˆIl ‰sapere geografico tra ricerca e didattica$ebasi concettuali, strumenti e progettazione di percorsi didattici$fGiuseppe Rocca 210 $aBologna$cPātron$d2011 215 $a312 p.$d22 cm. 410 1$1001UON00171698$12001 $a Geografia e organizzazione dello sviluppo territoriale $1210 $aBologna$cPātron$v55 606 $aGeografia$xInsegnamento$xItalia$3UONC095968$2FI 620 $aIT$dBologna$3UONL000085 700 1$aRocca$bGiuseppe$3UONV239552$0429577 712 $aPātron$3UONV265630$4650 801 $aIT$bSOL$c20251024$gRICA 899 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$2UONSI 912 $aUON00498361 950 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$dSI VII GEO 2.0 0031 $eSI 33166 5 0031 951 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$bSI2019566 1J 20191017 996 $aSapere geografico tra ricerca e didattica$91567918 997 $aUNIOR