Overview
- Presents a general model of analysis applied to new emerging contexts such as bi-cultural family
- Analyzes the influences specific types of contexts have on child development in early years and the pre-school
- Offers recommendations to enhance its efficiency in supporting the children's play and learning
Part of the book series: Early Childhood Research and Education: An Inter-theoretical Focus (ECRE, volume 6)
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About this book
The book offers a unified general cultural-historical theoretical model for exploring new contexts at different stages of children's learning and development. It suggests studying contexts as a source of development, as social situations of development. It analyzes play, early learning and the transition from play to school learning. It also explores the role of teachers and parents in supporting the development of executive functions, digital literacy, creative inquiries, problem solving and creativity as necessary and important prerequisites of children's school academic achievements.
This volume contributes to the discourse on how children's learning is shaped in the 21st century era. It equips educators and parents with new and effective methods of creating developing contexts in their daily practice and to fully utilize the developing potential of existing contexts.
Keywords
- Children's Transition of Learning
- Cultural-historical Theory
- Positive Learning Experiences
- Social Emotional Competencies
- STEM Pedagogies
- Bi-cultural Environments
- Educational Practices
- Socioculturally Responsive Practices
- Child Perezhivanie
- Child Self Regulation
- Child Executive Functioning
- Social Situation of Development
Table of contents (10 chapters)
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Defining the Context from a Cultural-Historical Perspective
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Play Context and Child Development
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Bi-cultural Context and School Transition
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Conclusions and Perspectives
Authors and Affiliations
About the authors
Dr. Nikolai Veresov is Associate Professor at Monash University. His area of interests is development in early years, cultural-historical theory and research methodology.
Dr. Sarika Kewalramani is a Senior Lecturer in STEM Education at Swinburne University of Technology. Her current roles as an early years/primary science lecturer has driven her research interests in the area of preschool science curriculum and pedagogy, and inquiry based practices. Her current research projects involve conceptualising kindergarten and preprimary teacher's understanding of both play and inquiry based pedagogies and programs in ways that promote and meaningfully engage young children's learning of science and integration of technologies.
Dr. Junqian Ma is a lecturer at School of Education Science in Nanjing Normal University, China. She was awarded the doctorate degree from Monash University in 2017. Before starting PhD, she worked in a primary school in China as a class teacherand a Chinese language teacher. Her area of interests is cultural-historical theory and child development during the transition period.
Bibliographic Information
Book Title: Child Development Within Contexts
Book Subtitle: Cultural-Historical Research and Educational Practice
Authors: Nikolai Veresov, Sarika Kewalramani, Junqian Ma
Series Title: Early Childhood Research and Education: An Inter-theoretical Focus
DOI: https://doi.org/10.1007/978-981-97-0692-1
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024
Hardcover ISBN: 978-981-97-0691-4Published: 03 April 2024
Softcover ISBN: 978-981-97-0694-5Due: 04 May 2024
eBook ISBN: 978-981-97-0692-1Published: 02 April 2024
Series ISSN: 2946-6091
Series E-ISSN: 2946-6105
Edition Number: 1
Number of Pages: IX, 195
Number of Illustrations: 5 b/w illustrations, 10 illustrations in colour
Topics: Early Childhood Education, Pedagogic Psychology, Sociology of Culture, Child and School Psychology, Educational Philosophy, Philosophy of Education