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Child development within contextscultural-historical research and educational practice /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Child development within contextsby Nikolai Veresov, Sarika Kewalramani, Junqian Ma.
Reminder of title:	cultural-historical research and educational practice /
Author:	Veresov, Nikolai.
other author:	Kewalramani, Sarika.
Published:	Singapore :Springer Nature Singapore :2024.
Description:	ix, 195 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Child development.
Online resource:	https://doi.org/10.1007/978-981-97-0692-1
ISBN:	9789819706921$q(electronic bk.)

Child development within contextscultural-historical research and educational practice /
Veresov, Nikolai.

Child development within contextscultural-historical research and educational practice /[electronic resource] :by Nikolai Veresov, Sarika Kewalramani, Junqian Ma. - Singapore :Springer Nature Singapore :2024. - ix, 195 p. :ill., digital ;24 cm. - Early childhood research and education: an inter-theoretical focus,v. 62946-6105 ;. - Early childhood research and education: an inter-theoretical focus ;v. 1..

1. Setting the scene: Contexts and development in early childhood -- 2. Cultural-historical theorisation of contexts and its role in child development and learning -- 3. Play and its role in child's psychological development: Cultural-historical theoretical framework -- 4 -- Case study 1: Contexts of playworlds and the development of executive functions in children -- 5. The bi-cultural context for second generation Chinese Australian children's transition to school -- 6. Second generation Chinese Australian Children's learning and development during transition to school within a bi-cultural context -- 7. Understanding the development of children's inquiry skills and creativity: Cultural-historical theoretical framework for STEM learning -- 8. Stories of play with smart robotic toys: Contexts of building children's perezhivanie for STEM learning -- 9. Bringing all together: Play, learning, and development in contexts.

This book examines the pedagogical encounters within children's ecological and socio-cultural historical contexts, and aspects of playful learning and development within these contexts. It addresses research and practices varying across learning contexts, providing easily adaptable exemplary practices leading to children's positive learning and development. 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.

ISBN: 9789819706921$q(electronic bk.)

Standard No.: 10.1007/978-981-97-0692-1doiSubjects--Topical Terms:

179533
Child development.

LC Class. No.: LB1115 / .V457 2024

Dewey Class. No.: 305.231

Child development within contextscultural-historical research and educational practice /
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520 $a This book examines the pedagogical encounters within children's ecological and socio-cultural historical contexts, and aspects of playful learning and development within these contexts. It addresses research and practices varying across learning contexts, providing easily adaptable exemplary practices leading to children's positive learning and development. 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.
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