PRAMLING, INGRID (31 Ergebnisse)

Zustand: Very Good. 1st Edition. Ships from the UK. Former library book; may include library markings. Used book that is in excellent condition. May show signs of wear or have minor defects.

Zustand: Good. Ships from the UK. Used book that is in clean, average condition without any missing pages.

Hardcover. Zustand: Brand New. 200 pages. 9.25x6.10x0.59 inches. In Stock.

Zustand: New. KlappentextrnrnThis open access book develops a theoretical concept of teaching that is relevant to early childhood education, and based on children s learning and development through play. It discusses theoretical premises and research on playi.

Studentlitteratur, Lund 1993. 115 sidor. Häftad. Gott skick.

Acta Universitatis Gothoburgensis, Göteborg 1983. 194 sidor, häftad. Gott skick. (Göteborg Studies in Educational Sciences 46).

Zustand: New. KlappentextrnrnThis open access book develops a theoretical concept of teaching that is relevant to early childhood education, and based on children s learning and development through play. It discusses theoretical premises and research on playi.

Hans Reitzels Forlag, København 2003. 143 sider. Heftet med orig. omslag. Pæn.

Zustand: New. pp. 132 49:B&W 6.14 x 9.21 in or 234 x 156 mm (Royal 8vo) Perfect Bound on White w/Gloss Lam.

Zustand: New.

Zustand: New.

Gebunden. Zustand: New.

Zustand: New.

Paperback. Zustand: Brand New. 1st edition. 130 pages. 9.25x6.25x0.25 inches. In Stock.

Zustand: Good.

Paperback. Zustand: Brand New. 2010 edition. 250 pages. 9.25x6.10x0.50 inches. In Stock.

Hardcover. Zustand: Brand New. 275 pages. 9.25x6.25x0.75 inches. In Stock.

Buch. Zustand: Neu. Neuware -Qualitative analyses of young children¿s learning in natural settings are rare, so this new book will make educators sit up and pay attention. It lays out a Nordic, or continental European teaching and learning paradigm whose didactic framework is distinct from the Anglo-American system. This analysis, which features contributions and case studies from researchers in a range of subjects, is built on principles such as the learner¿s perspective, establishing sufficient intersubjectivity, ¿pointing out¿, and informing experience linguistically. After clarifying some historical background, the book discusses the contemporary emphasis in early childhood education on pedagogy/learning. What should ¿didactics¿ mean in educating young children The book examines the opportunities for learning that teachers provide for children in early childhood education, as well as how children respond to these opportunities. It presents empirical studies from a variety of naturalistic settings, including mathematics, making visual art, ecology, music, dance, literacy and story-telling, as well as learning about gender, morality and democracy. The authors seek to answer key questions about the processes involved in both teaching and learning. What challenges do teachers face as they try to expand children¿s knowledge in various fields of learning How do they respond to these challenges, and what can we learn about children¿s corresponding uptake What now requires further research One key distinction in researching children¿s learning is between studies that look at ¿process¿ and those that analyze ¿product¿. In the tradition of Piaget, Vygotsky and Werner, as well as Mercer and Valsiner¿s more recent work, this book advocates the importance and relative rareness of the former type of study.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 276 pp. Englisch.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Qualitative analyses of young children's learning in natural settings are rare, so this new book will make educators sit up and pay attention. It lays out a Nordic, or continental European teaching and learning paradigm whose didactic framework is distinct from the Anglo-American system. This analysis, which features contributions and case studies from researchers in a range of subjects, is built on principles such as the learner's perspective, establishing sufficient intersubjectivity, 'pointing out', and informing experience linguistically. After clarifying some historical background, the book discusses the contemporary emphasis in early childhood education on pedagogy/learning. What should 'didactics' mean in educating young children The book examines the opportunities for learning that teachers provide for children in early childhood education, as well as how children respond to these opportunities. It presents empirical studies from a variety of naturalistic settings, including mathematics, making visual art, ecology, music, dance, literacy and story-telling, as well as learning about gender, morality and democracy. The authors seek to answer key questions about the processes involved in both teaching and learning. What challenges do teachers face as they try to expand children's knowledge in various fields of learning How do they respond to these challenges, and what can we learn about children's corresponding uptake What now requires further research One key distinction in researching children's learning is between studies that look at 'process' and those that analyze 'product'. In the tradition of Piaget, Vygotsky and Werner, as well as Mercer and Valsiner's more recent work, this book advocates the importance and relative rareness of the former type of study.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - For eight years, since I began my research, my main concern has been to understand children and their world. The first step towards understanding how children think was taken in connection with my thesis, which I presented five years ago.This was a description of how children in the age group three to eight years conceive their own learning. The thesis was published in the same series as the present monograph and is entitled 'The child's conception of learning'. The main emphasis in this study was on developmental psychology. As I have worked as a preschool teacher myself, I am extremely anxious that my research will be of benefit to my former colleagues. I have therefore devoted a great deal of time to writing and collaborating in numerous books of popular science. These have always been based on my own research. Now, however, the time is ripe for taking a new step, based on new research, towards understanding children and helping others to understand them., this time by publishing 'Learning to learn', which is a description of how children have actually been taught to learn in preschool. In this type of study it is not a question of first obtaining results of the nature of basic research and then applying them in the educational setting, but both aspects are integrated in that the starting-point is the phenomena that are of importance to children in their everyday life.

Zustand: Hervorragend. Zustand: Hervorragend | Sprache: Englisch | Produktart: Bücher | 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.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Qualitative analyses of young children's learning in natural settings are rare, so this new book will make educators sit up and pay attention. It lays out a Nordic, or continental European teaching and learning paradigm whose didactic framework is distinct from the Anglo-American system. This analysis, which features contributions and case studies from researchers in a range of subjects, is built on principles such as the learner's perspective, establishing sufficient intersubjectivity, 'pointing out', and informing experience linguistically. After clarifying some historical background, the book discusses the contemporary emphasis in early childhood education on pedagogy/learning. What should 'didactics' mean in educating young children The book examines the opportunities for learning that teachers provide for children in early childhood education, as well as how children respond to these opportunities. It presents empirical studies from a variety of naturalistic settings, including mathematics, making visual art, ecology, music, dance, literacy and story-telling, as well as learning about gender, morality and democracy. The authors seek to answer key questions about the processes involved in both teaching and learning. What challenges do teachers face as they try to expand children's knowledge in various fields of learning How do they respond to these challenges, and what can we learn about children's corresponding uptake What now requires further research One key distinction in researching children's learning is between studies that look at 'process' and those that analyze 'product'. In the tradition of Piaget, Vygotsky and Werner, as well as Mercer and Valsiner's more recent work, this book advocates the importance and relative rareness of the former type of study.

Paperback. Zustand: Brand New. 214 pages. 9.25x6.10x0.46 inches. In Stock.

Buch. Zustand: Neu. Neuware -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 Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 216 pp. Englisch.

Taschenbuch. Zustand: Neu. Neuware -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 Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 216 pp. Englisch.

Hardcover. Zustand: Brand New. 214 pages. 9.25x6.10x0.56 inches. In Stock.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - 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.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - 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.

Zustand: good. Befriedigend/Good: Durchschnittlich erhaltenes Buch bzw. Schutzumschlag mit Gebrauchsspuren, aber vollständigen Seiten. / Describes the average WORN book or dust jacket that has all the pages present.

Zustand: very good. Gut/Very good: Buch bzw. Schutzumschlag mit wenigen Gebrauchsspuren an Einband, Schutzumschlag oder Seiten. / Describes a book or dust jacket that does show some signs of wear on either the binding, dust jacket or pages.