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001 978-94-007-5186-6
003 DE-He213
005 20140220082936.0
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020 _a9789400751866
_9978-94-007-5186-6
024 7 _a10.1007/978-94-007-5186-6
_2doi
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aPD
_2bicssc
072 7 _aSCI063000
_2bisacsh
082 0 4 _a507.1
_223
100 1 _aRoth, Wolff-Michael.
_eauthor.
245 1 0 _aScience Education during Early Childhood
_h[electronic resource] :
_bA Cultural-Historical Perspective /
_cby Wolff-Michael Roth, Maria Inês Mafra Goulart, Katerina Plakitsi.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2013.
300 _aXI, 221 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aCultural Studies of Science Education,
_x1879-7229 ;
_v6
505 0 _aForeword -- 1. Learning, Development, and Cultural-Historical Activity Theory -- PART I: THE BEGINNINGS OF HIGHER ORDER PSYCHOLOGICAL FUNCTIONS -- 2. The Origins of Reading – Science Texts -- 3. The Genesis of Conceptual Categories -- PART II: RETHINKING YOUNG CHILDREN’S ENGAGEMENT IN SCIENCE -- 4. Engaging Children in Collective Curriculum Design -- 5. Margin|Center -- 6. Darkness|Light -- PART III: TEACHER PREPARATION AND CURRICULUM DEVELOPMENT -- 7. Creating the Potential for Learning in Early Childhood Education -- 8. Preparing Teachers for Early Childhood Science Teaching -- 9. Magnifying Effects with LIGHT -- Epilogue --   10. Valuing Children’s Early Science Experiences -- References -- Index.
520 _aChildren’s learning and understanding of science during their pre-school years has been a neglected topic in the education literature—something this volume aims to redress. Paradigmatic notions of science education, with their focus on biologically governed development and age-specific accession to scientific concepts, have perpetuated this state of affairs. This book offers a very different perspective, however. It has its roots in the work of cultural-historical activity theorists, who, since Vygotsky, have assumed that any higher cognitive function existed in and as a social relation first. Accepting this precept removes any lower limit we may deem appropriate on children’s cognitive engagement with science-related concepts. The authors describe and analyze the ways in which children aged from one to five grapple with scientific concepts, and also suggest ways in which pre-service and in-service teachers can be prepared to teach in ways that support children’s development in cultural and historical contexts. In doing so, the book affirms the value of cultural-historical activity theory as an appropriate framework for analyzing preschool children’s participation in science learning experiences, and shows that that the theory provides an appropriate framework for understanding learning, as well as for planning and conducting training for pre-school teachers.
650 0 _aEducation.
650 0 _aScience
_xStudy and teaching.
650 0 _aEarly childhood education.
650 1 4 _aEducation.
650 2 4 _aScience Education.
650 2 4 _aChildhood Education.
650 2 4 _aLearning & Instruction.
700 1 _aGoulart, Maria Inês Mafra.
_eauthor.
700 1 _aPlakitsi, Katerina.
_eauthor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400751859
830 0 _aCultural Studies of Science Education,
_x1879-7229 ;
_v6
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-5186-6
912 _aZDB-2-SHU
999 _c99558
_d99558