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001 978-94-007-0243-1
003 DE-He213
005 20140220083828.0
007 cr nn 008mamaa
008 110330s2011 ne | s |||| 0|eng d
020 _a9789400702431
_9978-94-007-0243-1
024 7 _a10.1007/978-94-007-0243-1
_2doi
050 4 _aLB1101-1139
072 7 _aJNLA
_2bicssc
072 7 _aEDU023000
_2bisacsh
082 0 4 _a372.21
_223
100 1 _aKontopodis, Michalis.
_eeditor.
245 1 0 _aChildren, Development and Education
_h[electronic resource] :
_bCultural, Historical, Anthropological Perspectives /
_cedited by Michalis Kontopodis, Christoph Wulf, Bernd Fichtner.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2011.
300 _aVIII, 264 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aInternational perspectives on early childhood education and development ;
_v3
505 0 _a1. M. Kontopodis: Introduction -- Part I: Culture, History and Child Development -- 2. A. Stetsenko: Darwin and Vygotsky on Development - An exegesis on human nature -- 3. F. Seeger & M. Hildebrand-Nilshon: Two Lines of Development: Reconsidering and Updating Vygotsky’s Argument -- 4. Ch. Moro: Material Culture and Semiotic Development in Early Childhood -- 5. Ch. Wulf: Mimesis in Early Childhood – Enculturation, Practical Knowledge and Performativity -- 6. B. Althans: Speculative Fantasies - Infancy in the Educational Discourse of Early Modern Germany -- Part II: Gender, Performativity and Educational Practice -- 7. M. Hedegaard: A Cultural-Historical Approach to Children’s Development of Multiple Cultural Identities -- 8. G. Ivinson: School Curriculum as Developmental Resource – Gender and Knowledge -- 9. K. Audehm: Under the Sign of the Coffee Pot: Mealtime Rituals as Performative Practices -- 10. S. Klasen: Touching Each Other - Video-analysis of Mother-Infant Interaction after the Birth -- 11. E. Sørensen: Configuration of Ontologies - an Inquiry into Learning Designs -- 12. M. Kontopodis: Enacting Human Developments – From Representation to Virtuality -- 13. A. Chronaki: “Troubling” Essentialist Identities – Performative Mathematics and the Politics of possibility. Instead of an Epilogue -- 14. S. Chaiklin: The Role of ‘Practice’ in Cultural-Historical Science -- Biographical Notes -- Index.
520 _aHistorical anthropology is a revision of the German philosophical anthropology under the influences of the French historical school of Annales and the Anglo-Saxon cultural anthropology. Cultural-historical psychology is a school of thought which emerged in the context of the Soviet revolution and deeply affected the disciplines of psychology and education in the 20th century. This book draws on these two schools to advance current scholarship in child and youth development and education. It also enters in dialogue with other relational approaches and suggests alternatives to mainstream western developmental theories and educational practices. This book emphasizes communication and semiotic processes as well as the use of artifacts, pictures and technologies in education and childhood development, placing a special focus on active subjectivity, historicity and performativity. Within this theoretical framework, contributors from Europe and the U.S. highlight the dynamic and creative aspects of school, family and community practices and the dramatic aspects of child development in our changing educational institutions. They also use a series of original empirical studies to introduce different research methodologies and complement theoretical analyses in an attempt to find innovative ways to translate cultural-historical and historical anthropological theory and research into a thorough understanding of emerging phenomena in school and after-school education of ethnic minorities, gender-sensitive education, and educational and family policy. Divided into two main parts, “Culture, History and Child Development”, and “Gender, Performativity and Educational Practice”, this book is useful for anyone in the fields of cultural-historical research, educational science, educational and developmental psychology, psychological anthropology, and childhood and youth studies. This book presents interesting original research with a strong cultural dimension. It provides material for important theoretical innovations regarding the notions of practice, performativity, or subjectivity. It shows the relevance of historical approaches to the understanding of human cultural development and cultural practices, that may help students and researchers of education and psychology better understand their own constructed actuality. Bert van Oers, Professor, VU University Amsterdam, The Netherlands The strongest aspect of Children, Development and Education is its interdisciplinary character. The breadth of approaches, cutting across evolution, ontogenesis, and cultural history, is impressive and innovative, and makes an original and timely contribution to the study of human development. Igor Arievitch, Professor, The City University of New York, USA This excellent book brings to discussion, in an innovative way, issues of culture, childhood and development that are of great interest for the international audience since it opens new paths to look at cultural-historical research, educational science, developmental psychology and childhood research. Maria Cecília Camargo Magalhães, Professor, Catholic University of São Paulo, SP, Brazil  
650 0 _aEducation.
650 0 _aEarly childhood education.
650 0 _aEducational psychology.
650 0 _aAnthropology.
650 0 _aDevelopmental psychology.
650 1 4 _aEducation.
650 2 4 _aChildhood Education.
650 2 4 _aEducational Psychology.
650 2 4 _aDevelopmental Psychology.
650 2 4 _aAnthropology.
700 1 _aWulf, Christoph.
_eeditor.
700 1 _aFichtner, Bernd.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400702424
830 0 _aInternational perspectives on early childhood education and development ;
_v3
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-0243-1
912 _aZDB-2-SHU
999 _c109233
_d109233