Search Results for "early-childhood-studies-a-social-science-perspective"

Early Childhood Studies

Early Childhood Studies

A Social Science Perspective

  • Author: Ewan Ingleby
  • Publisher: A&C Black
  • ISBN: 1441156143
  • Category: Education
  • Page: 240
  • View: 9899
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Early Childhood Studies: A Social Science Perspective explores key issues in early childhood studies from a variety of social science disciplines, including psychology, sociology, social policy and education. Each chapter considers a different social science discipline, identifying, analysing and critically assessing how that particular discipline enriches early years provision and research.User-friendly student features are included throughout, including:- Icebreakers introduce the main chapter themes- Objectives help readers to develop cognitive skills, moving from identifying to analysing to critically assessing - Formative activities encourage practical application of the content - Case-studies ground theory in practice - Research activities support those looking to take their understanding further - Self-assessment questions allow readers to test their knowledge- Further reading references and web links provide ideas for further exploration An essential course companion for all Early Childhood Studies undergraduate students.

Early Childhood Studies: Enhancing Employability and Professional Practice

Early Childhood Studies: Enhancing Employability and Professional Practice

  • Author: Ewan Ingleby,Geraldine Oliver,Rita Winstone
  • Publisher: Bloomsbury Publishing
  • ISBN: 1472506332
  • Category: Education
  • Page: 192
  • View: 4669
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Early Childhood Studies: Enhancing Employability and Professional Practice explores essential aspects of best practice within children's services in order to enhance employability skills, identifying how and why key aspects of best practice have emerged within children's services. The key elements of professional practice at the centre of the multidisciplinary work in today's children's services are considered, including: • different childhoods; • child development; • enhanced learning; • professional skills; • inclusion; • holistic practice. Each chapter draws together practical teaching experience with sound academic analysis to support those training to work in the early childhood sector, and those already practising, to raise their employability potential by identifying and evaluating best practice.

Kidworld

Kidworld

Childhood Studies, Global Perspectives, and Education

  • Author: Gaile Sloan Cannella,Joe L. Kincheloe
  • Publisher: Peter Lang Pub Incorporated
  • ISBN: N.A
  • Category: Education
  • Page: 230
  • View: 2649
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Annotation. Arguing that dominant discourses have designated those who are younger as requiring protection and control, Cannella (education, Texas A&M U.) and Kincheloe (education, CUNY Graduate Center and Brooklyn College) argue that there is a need for a postmodern childhood studies that challenges regimes of truth, recognizing that children have not generally had a voice in their own creation. They present 11 contributions that move toward such a project of disrupting adult/child dualisms. Chapters discuss the discourses of welfare "reform" in the United States, the construction of childhood by corporate agendas promoting consumption, Korean views of young children, the construction of the Euro-American concept of "voice" as it affects preschoolers in India, and colonialist biases inherent in modernist constructions of education. Annotation c. Book News, Inc., Portland, OR (booknews.com).

Contemporary Perspectives on Social Learning in Early Childhood Education

Contemporary Perspectives on Social Learning in Early Childhood Education

  • Author: Olivia Saracho,Bernard Spodek
  • Publisher: IAP
  • ISBN: 1607527324
  • Category: Education
  • Page: 341
  • View: 6998
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Social epistemology is a broad set of approaches to the study of knowledge and to gain information about the social dimensions. This intellectual movement of wide crossdisciplinary sources reconstructs the problems of epistemology when knowledge is considered to be intrinsically social. In the first chapter, "Social Epistemology and Social Learning," Olivia Saracho and Bernard Spodek discuss the social and historical contexts in which different forms of knowledge are formulated based on the perspective of social epistemology. They also discuss the emergence of social epistemology, which guides researchers to investigate social phenomena in laboratory and field settings. Social factors "external" to the appropriate business of science have a major impact in the social studies researchers’ historical case studies. Thus, social studies researchers may be considered social epistemologists, because (a) they focus on knowledge of social influences and (b) they infer epistemologically significant conclusions from their sociological or anthropological research. In addition, analyses indicate that studies of scientific paradigms are basically a struggle for political power rather than reflecting reliable epistemic merit. Social studies researchers focus on knowledge of social influences on knowledge, which is analogous to the knowledge of the social epistemologists. They also use their sociological or anthropological research to infer epistemologically significant conclusions.

Early childhood studies

Early childhood studies

a multiprofessional perspective

  • Author: Liz Jones,Rachel D. Holmes,John Powell
  • Publisher: Open Univ Pr
  • ISBN: N.A
  • Category: Education
  • Page: 220
  • View: 780
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"A celebration of the tremendous strides made towards the achievement of a multiprofessional early years workforce, and a challenge to those responsible for training the next generation of professionals... Students and trainers, policy makers and practitioners have a duty to be knowledgeable, to be able to reflect on their beliefs and practice and to articulate concerns, share their views, convey their enthusiasm and act as advocates for young children. This book will help them do just that."Lesley Abbott OBE, Mancester Metropolitan UniversityEarly Childhood Studies critically engages the reader in issues that relate to young children and their lives from a multiprofessional perspective. Whilst offering a theoretically rigorous treatment of issues relating to early childhood studies, the book also provides practical discussion of strategies that could inform multiprofessional practice. It draws upon case studies to help the reader make practical sense of theoretical ideas and develop a critical and reflective attitude. Hard and pressing questions are asked so that beliefs, ideas, views and assumptions about notions of the child and childhood are constantly critiqued and reframed for the post-modern world.The first part of the book explores the early years, power and politics by looking at child rights, the politics of play, families, and working with parents and carers. The second part explores facts and fantasies about childhood experiences, such as anti-discriminatory practice, the law, child protection, and health issues. The final section encourages the reader to explore what childhood means from historical, ideological and cultural perspectives, and looks at how popular assumptions arise.This is a key critical text for early childhood students, academics and researchers, as well as practitioners who want to develop their reflective practice.

The Sociology of Early Childhood

The Sociology of Early Childhood

Critical Perspectives

  • Author: Norman Gabriel
  • Publisher: SAGE
  • ISBN: 1473934222
  • Category: Social Science
  • Page: 192
  • View: 1408
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The Sociology of Early Childhood is a theoretically and historically grounded examination of young children’s experiences in contemporary society. Arguing that a sociology of early childhood must bring together and integrate different disciplines, this book: synthesises different sociological perspectives on childhood as well as incorporating multi-disciplinary research findings on the lives of young children explains key theoretical concepts in early childhood studies such as investment, early intervention, professional power and discourse examines the importance of play, memory and place evaluates long term parenting trends uses illustrative examples and case studies, discussion questions and annotated further reading to engage and stimulate readers. Invigorating and thought provoking, this is an invaluable read for advanced undergraduates and postgraduate students looking for a more nuanced and progressive understanding of childhood.

Pigeon English

Pigeon English

  • Author: Stephen Kelman
  • Publisher: ebook Berlin Verlag
  • ISBN: 3827074347
  • Category: Fiction
  • Page: 298
  • View: 9415
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Stephen Kelmans furioser Debütroman beginnt, wo Politik und Medien die Worte versagen. Er erzählt von Menschen, die sich von der Gesellschaft im Stich gelassen fühlen und dies nicht länger hinnehmen wollen. Auch Harry Opoku ist einer von denen im Abseits. Wenn Harry mit seiner Taube spricht, wenn er der Schnellste seiner Klasse ist und immer neue Farben im Haribo-Sortiment entdeckt, dann scheint alles ganz harmlos. Dann wird ein Nachbarsjunge auf offener Straße erstochen, und keinen kümmert's. Harry aber beginnt seine abstrusen Ermittlungen. Eine Geschichte voll unschuldiger Erfahrung, die der rauen Realität alles entgegenhält. »Pigeon English ist ein durch und durch aufklärerisches Buch - ohne zu moralisieren. Es geht einem zu Herzen - ohne sich in Kitsch und Pathos zu verlieren. Es hilft zu verstehen, wo die meisten Debatten kläglich versagen. Nicht zuletzt aber und vor allem ist dies ein wunderbarer Roman.« NZZ

Doing Action Research In Early Childhood Studies: A Step-By-Step Guide

Doing Action Research In Early Childhood Studies: A Step-By-Step Guide

a step-by-step guide

  • Author: Mac Naughton, Glenda,Hughes, Patrick
  • Publisher: McGraw-Hill Education (UK)
  • ISBN: 0335228623
  • Category: Education
  • Page: 250
  • View: 4925
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Using varied illustrations and case studies of contemporary projects in diverse early childhood contexts, the book addresses specific issues and challenges that you might face when conducting action research in such settings.

The Student Practitioner in Early Childhood Studies

The Student Practitioner in Early Childhood Studies

An essential guide to working with children

  • Author: Ruby Oates,Christine Hey
  • Publisher: Routledge
  • ISBN: 131770472X
  • Category: Education
  • Page: 172
  • View: 5964
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The Student Practitioner in Early Childhood Studies: An essential guide to working with children provides accessible support and guidance for Early Childhood Studies students in higher education who may have little, if any, experience of relating to young children in the Early Years Foundation Stage and Key Stage One. With useful chapter summaries, activities and reflection points to help readers track their academic journey, this text draws on the experiences of students on the degree programme for the benefit of students new to practice. It will: prepare students for the challenges of practice provide a synthesis of academic knowledge and practice skills develop students' critically reflective thinking and understanding relational pedagogy and the needs of young children provide the emerging student practitioner in higher education with knowledge, skills, understanding and confidence to relate effectively with young children and adults in settings Fully supporting students' practice experience and development of their critical thinking, this helpful book synthesises theory and practice in an applied and critical manner. The authors cover a range of themes including critical reflection, relational pedagogy, confidence building, communication skills, personal and professional development and employability alongside academic writing and research skills. This textbook is essential reading for students on all Early Childhood degree programmes.

Applied Social Science for Early Years

Applied Social Science for Early Years

  • Author: Ewan Ingleby,Geraldine Oliver
  • Publisher: SAGE
  • ISBN: 1844455726
  • Category: Education
  • Page: 136
  • View: 6546
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Applying social science subjects such as psychology, sociology, social policy and research methods to Early Years can help to raise standards and ensure good practice. These subjects inform much of the academic curriculum within many Early Years programmes and are subjects that make an important contribution to understanding children's behaviour, growth and development. The book identifies, analyses and assesses how social science enriches Early Years as opposed to regarding Early Years and social science as distinct. Each chapter imaginatively introduces the main learning objectives and includes formative activities, which apply social science to particular themes to aid students' cognitive skills.

SAGE Handbook of Play and Learning in Early Childhood

SAGE Handbook of Play and Learning in Early Childhood

  • Author: Elizabeth Brooker,Mindy Blaise,Susan Edwards
  • Publisher: SAGE
  • ISBN: 1473907160
  • Category: Education
  • Page: 448
  • View: 5537
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'This Handbook offers diverse perspectives from scholars across the globe who help us see play in new ways. At the same time the basic nature of play gives a context for us to learn new theoretical frameworks and methods. A real gem!' - Beth Graue, Department of Curriculum and Instruction, Wisconsin Center for Education Research, USA Play and learning scholarship has developed considerably over the last decade, as has the recognition of its importance to children’s learning and development. Containing chapters from highly respected researchers, whose work has been critical to building knowledge and expertise in the field, this Handbook focuses on examining historical, current and future research issues in play and learning scholarship. Organized into three sections which consider: theoretical and philosophical perspectives on play and learning play in pedagogy, curriculum and assessment play contexts. The Handbook's breadth, clarity and rigor will make it essential reading for researchers and postgraduate students, as well as professionals with interest in this dynamic and changing field. Liz Brooker is Reader in Early Childhood in the Faculty of Children and Learning at the Institute of Education, University of London. Mindy Blaise is an Associate Professor of Early Childhood Education in the Department of Early Childhood Education at the Hong Kong Institute of Education. Susan Edwards is Associate Professor in Curriculum and Pedagogy at Australian Catholic University. This handbook's International Advisory Board included: Jo Aliwood, The University of Newcastle, Australia Pat Broadhead, Leeds Metropolitan University, Australia Stig Brostrom, Aarhus University, Denmark Hasina Ebrahim, University of the Free State, South Africa Beth Graue, Wisconsin Center for Education Research, USA Amita Gupta, The City College of New York, CUNY, USA Marjatta Kalliala, University of Helsinki, Finland Rebecca Kantor, University of Colorado Denver, USA Colette Murphy, Trinity College, Dublin, Republic of Ireland Ellen Sandseter, Queen Maud University College of Early Childhood Education, Norway

Reconceptualising Agency and Childhood

Reconceptualising Agency and Childhood

New perspectives in Childhood Studies

  • Author: Florian Esser,Meike S. Baader,Tanja Betz,Beatrice Hungerland
  • Publisher: Routledge
  • ISBN: 1317524403
  • Category: Education
  • Page: 298
  • View: 8801
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By regarding children as actors and conducting empirical research on children’s agency, Childhood Studies have gained significant influence on a wide range of different academic disciplines. This has made agency one of the key concepts of Childhood Studies, with articles on the subject featured in handbooks and encyclopaedias. Reconceptualising Agency and Childhood is the first collection devoted to the central concept of agency in Childhood Studies. With contributions from experts in the field, the chapters cover theoretical, practical, historical, transnational and institutional dimensions of agency, rekindling discussion and introducing fundamental and contemporary sociological perspectives to the field of research. Particular attention is paid to connecting agency in the social sciences with Childhood Studies, considering both the theoretical foundations and the practice of research into agency. Empirical case studies are also explored, which focus upon child protection, schools and childcare at a variety of institutions worldwide. This book is an essential reference for students and scholars of Childhood Studies, and is also relevant to Sociology, Social Work, Education, Early Childhood Education and Care (ECEC) and Geography.

Diversity and Social Justice in Early Childhood Education

Diversity and Social Justice in Early Childhood Education

Nordic Perspectives

  • Author: Anette Hellman,Kirsten Lauritsen
  • Publisher: Cambridge Scholars Publishing
  • ISBN: 1443892165
  • Category: Education
  • Page: 197
  • View: 347
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This collection is aimed at practitioners and scholars interested in democracy, social justice and diversity. The importance of the book lies in the way it discusses possible ways for early childhood education to work with diversity and language in order to allow inclusion and social justice for all children. Building on case studies from Denmark, Finland, Iceland, Norway and Sweden, the text offers broad insights into the field of diversity through historical and organisational perspectives, as well as viewpoints of children, practitioners and parents.

The Sociology of Childhood

The Sociology of Childhood

  • Author: William A. Corsaro
  • Publisher: Pine Forge Press
  • ISBN: 9780761987512
  • Category: Social Science
  • Page: 359
  • View: 9258
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′The provision of many amusing examples from Corsaro′s own research experience with children make his book a thoroughly enjoyable read as well as a valuable critical sociological analysis of childhood′ - Sociology The Sociology of Childhood is the Second Edition of a text that has been universally acclaimed as the best book on the subject available today. It is the only text that thoroughly covers children and childhood from a sociological perspective. The second edition retains the same quality coverage of social theories of childhood, the consideration of children and childhood in historical and cultural perspective, children′s peer cultures from preschool through preadolescence, and the social problems of children. The book has been updated to include new research, information, and discussions on the latest social indicators regarding children in the United States and around the world. Key Features New chapter on up-to-date methods of research for studying children. New chapters on theory, cultural change, and children′s peer cultures. New section on children′s rights including a description and discussion of the United Nations Convention on the Rights of the Child. Updated chapter on the Future of Childhood addresses current policy debates and changing demographics related to children in today′s societies. Contains many examples of children′s actual play and behavior. Provides photographs and charts that capture the complexity and diversity of children′s lives. The Sociology of Childhood is highly recommended for use as the core text in courses on the sociology of children and childhood, as well as for parents, teachers, and other adults interested in the social lives and development of children. It can also be used in early education, child development, and child psychology courses, and as a supplemental text in the area of family studies. William A. Corsaro is the Robert H. Shaffer Class of 1967 Endowed Professor of Sociology at Indiana University, Bloomington, where he teaches courses on the sociology of childhood, childhood in contemporary society, and ethnographic research methods. Corsaro is the author of Friendship and Peer Culture in the Early Years (1985) and "We′re Friends, Right": Inside Kids′ Culture (2003). He was a Fulbright Senior Research Fellow in Bologna, Italy, in 1983-84 and a Fulbright Senior Specialist Fellow in Trondheim, Norway, in 2003. His research has been featured on NPR, the BBC in London, and in the New Yorker.

Understanding early childhood

Understanding early childhood

issues and controversies

  • Author: Helen Penn
  • Publisher: Open Univ Pr
  • ISBN: 9780335211340
  • Category: Education
  • Page: 198
  • View: 3814
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“This book should be essential reading for every student of Early Childhood Studies who wants to approach this rapidly expanding field of study with an open mind.” Eva Lloyd, Senior Lecturer in Early Childhood Studies, University of Bristol, UK “This book makes a unique and significant contribution to the international study of early childhood. Using an analytical but accessible style, it addresses several of the most persistent conventional wisdoms in the field, bringing a wide and creative range of material from a variety of disciplines and diverse cultures to bear. Early childhood educators and researchers, policy makers and advocates... will welcome this thoughtful book.” Martha Friendly, Director, Childcare Resource and Research Unit, University of Toronto, Canada “This is a very readable account of theories and approaches in early childhood care and education. It challenges us to re-examine the origins and underpinnings of established practice. It takes an international perspective and will be valuable for training new teachers and for ongoing teacher development.” Linda Biersteker, Head of Research, Early Learning Resource Unit, Cape Town, South Africa Drawing on research evidence from across the world, this book offers a wide-ranging perspective on the ways in which we understand and study young children. The book summarizes current debates in child development, and looks at different ways of understanding early childhood and the various methods used to gain understanding, featuring: Personal memories of childhood Neuro-scientific and genetic interpretations of childhood Cultural perspectives Chapters on history, health and child rights Understanding Early Childhood concludes with an analysis of everyday practices in working with young children from across the world. It is key reading for early childhood students and practitioners working with young children.

Childhoods

Childhoods

A Handbook

  • Author: Gaile Sloan Cannella,Lourdes Diaz Soto
  • Publisher: Peter Lang
  • ISBN: 9781433104503
  • Category: Education
  • Page: 407
  • View: 8300
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For the past 20 years, a range of scholars, educators, and cultural workers have examined dominant discourses of «childhood» using critical, feminist, and other postmodern perspectives. Located in a variety of disciplines, these poststructural, deconstructive, and even postcolonial critiques have challenged everything from notions of the universal child, to adult/child dualisms, to deterministic developmental theory. The purpose of this volume is to acknowledge the profound contributions of that large body of literature, while demonstrating the ways that critical analyses can be used to generate avenues/actions that increase possibilities for social justice for those who are younger while, at the same time, avoiding determinism. In this time of globalization, hyper-capitalism, and discourses that would control and disqualify through constructions like accountability, we believe that projects such as this are of utmost importance. The volume is divided into four major sections to reflect the multiplicity of human voices and perspectives (section I), contemporary circumstances and dominant discourses within which we all attempt to function (sections II and III), and the generation of new possibilities for constructing relationships together (section IV). Finally, a voice from the «heart» within a «reconceptualist» social science agenda for early childhood studies is presented.

Science Education during Early Childhood

Science Education during Early Childhood

A Cultural-Historical Perspective

  • Author: Wolff-Michael Roth,Maria Ines Mafra Goulart,Katerina Plakitsi
  • Publisher: Springer Science & Business Media
  • ISBN: 9400751850
  • Category: Science
  • Page: 224
  • View: 8638
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Children’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.

Partizipation von Kindern und Jugendlichen

Partizipation von Kindern und Jugendlichen

Formen, Bedingungen sowie Möglichkeiten der Mitwirkung und Mitbestimmung in der Schweiz

  • Author: Peter Rieker,Rebecca Mörgen,Anna Schnitzer,Holger Stroezel
  • Publisher: Springer-Verlag
  • ISBN: 3658109912
  • Category: Education
  • Page: 244
  • View: 7719
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Im Zentrum dieser Studie stehen Partizipationsmöglichkeiten, die Kindern und Jugendlichen in Familie, Schule und Gemeinde zur Verfügung stehen. In den verschiedenen Bereichen sind die Umsetzungen von Mitwirkung und Mitbestimmung durch unterschiedliche Spannungsverhältnisse gekennzeichnet und werden von den beteiligten Akteuren unterschiedlich bewertet. Die multimethodisch und multiperspektivisch angelegte Studie geht auf die Bedingungen und die Dynamiken von Partizipation von Kindern und Jugendlichen ein und identifiziert Herausforderungen, die sich in den verschiedenen Kontexten des Aufwachsens in Hinblick auf Beteiligung zeigen.

Demokratie und Erziehung

Demokratie und Erziehung

Eine Einleitung in die philosophische Pädagogik

  • Author: John Dewey
  • Publisher: Beltz
  • ISBN: 9783407220578
  • Category: Social Science
  • Page: 517
  • View: 3359
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Ein Schlüsselwerk der internationalen Reformpädagogik. Systematisch begründet der amerikanische Philosoph und Pädagoge Erziehung und Demokratie als Formen "gemeinsamer und miteinander geteilter Erfahrung". Die Schule als Modell für Demokratie wird zur Grundlage des Lehrens und Lernens in modernen Gesellschaften. "Demokratie und Erziehung", 1916 erstmals erschienen, gilt als das Hauptwerk John Deweys und als Schlüsselwerk der internationalen Reformpädagogik. Dewey entwickelt eine moderne Pädagogik aus der Idee, "Erziehung" als demokratische Erfahrung zu begründen, wie andererseits "Demokratie" als Medium der Erziehungserfahrung zu verstehen. Erziehung ist nicht Funktion oder Instrument der Politik, sondern sie verwirklicht sich als Demokratie. Die Schule wird zur "Keimzelle" der demokratischen Gesellschaft. Deweys Forderung nach einer Schule, die sich nicht als Ort gesellschaftlicher Reproduktion, sondern als Ort gesellschaftlicher Transformation versteht, sein Verständnis von Schule als Modell für Demokratie ist auch in der heutigen Erziehungswissenschaft noch aktuell. Den zweiten Teil seines Werkes bestimmen sehr konkrete Ausführungen zur Methodik und Didaktik der Schule als Lernumwelt, in deren Mittelpunkt er den Begriff des "Erfahrungslernens" stellt. Diese Ausgabe schließt mit einer umfangreichen, aktualisierten Auswahlbibliografie.

An Introduction to Childhood Studies

An Introduction to Childhood Studies

  • Author: Mary Jane Kehily
  • Publisher: McGraw-Hill International
  • ISBN: 9780335212675
  • Category: Education
  • Page: 196
  • View: 3983
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This introductory textbook brings together key themes in the area of childhood studies to provide an introduction to students and practitioners working in this field. Written by experts from across a range of disciplines, each chapter offers a broad-based and accessible insight into childhood and analyzes new ways of researching and theorizing about children and childhood. For undergraduate and postgraduate students of childhood studies, education, and social sciences.