國立高雄大學圖資館 |

語系: 繁體中文

說明(常見問題)

圖資館首頁

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Development and learning of young ch...

Boettcher, Louise.

Development and learning of young children with disabilitiesa Vygotskian perspective /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Development and learning of young children with disabilitiesby Louise Boettcher, Jesper Dammeyer.
其他題名:	a Vygotskian perspective /
作者:	Boettcher, Louise.
其他作者:	Dammeyer, Jesper.
出版者:	Cham :Springer International Publishing :2016.
面頁冊數:	xiii, 212 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	Children with disabilitiesDevelopment.
電子資源:	http://dx.doi.org/10.1007/978-3-319-39114-4
ISBN:	9783319391144$q(electronic bk.)

Development and learning of young children with disabilitiesa Vygotskian perspective /
Boettcher, Louise.

Development and learning of young children with disabilitiesa Vygotskian perspective /[electronic resource] :by Louise Boettcher, Jesper Dammeyer. - Cham :Springer International Publishing :2016. - xiii, 212 p. :ill., digital ;24 cm. - International perspectives on early childhood education and development ;v.13. - International perspectives on early childhood education and development ;v.6..

Part 1: Development With a Disability -- 1. Beyond a bio-medical and social model of disability: A cultural-historical approach -- 2. Early development (infant) -- 3. Toddler - preschool -- 4. School-age -- Part 2: Developmental and Educational Themes during Early Childhood -- 5. Impairments in sensation and perception -- 6. Emotional development and mental and behavioural difficulties -- 7. Development and Learning with specific learning impairments or intellectual disability -- 8. The centrality of communication and language development -- 9. The use of aid's -- Part 3: Creating a Future Together -- 10. Family life -- 11. Assessment of children with disabilities -- 12. Conclusion. Parents and professionals working together to support the development of the child.

This book introduces current theories and research on disability, and builds on the premise that disability has to be understood from the dialectical dynamics of biology, psychology, and culture over time. Based on the newest empirical research on children with disabilities, the book overcomes the limitations of the medical and social models of disability by arguing for a dialectical biopsychosocial model. The proposed model builds on Vygotsky's cultural-historical ideas of developmental incongruence, implying that the disability emerges from the misfit between individual abilities and the cultural-historical activity settings in which the child with impairments participates. The book is a theoretical contribution to an updated understanding of disability from a psychological and educational perspective. It focuses on the first years of the life of the child with impairment, and travels through infancy, toddler, preschool and early school age, to track the developmental trajectories of disability through the dialectical processes of cultural, social, individual, and biological processes. It discusses a number of themes that are relevant for the early development and support for children with various types and degrees of disability through the lens of Vygotsky's cultural-historical developmental theories. Some of the themes discussed are inclusion, mental health, communication, aids and family life.

ISBN: 9783319391144$q(electronic bk.)

Standard No.: 10.1007/978-3-319-39114-4doiSubjects--Topical Terms:

480786
Children with disabilities
--Development.

LC Class. No.: LB1117 / .B68 2016

Dewey Class. No.: 370.15

Development and learning of young children with disabilitiesa Vygotskian perspective /
LDR:03274nmm a2200325 a 4500 001 490512
003 DE-He213
005 20161124155019.0
006 m d
007 cr nn 008maaau
008 170118s2016 gw s 0 eng d
020 $a 9783319391144$q(electronic bk.)
020 $a 9783319391120$q(paper)
024 7 $a 10.1007/978-3-319-39114-4 $2 doi
035 $a 978-3-319-39114-4
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1117 $b .B68 2016
072 7 $a JNLA $2 bicssc
072 7 $a EDU023000 $2 bisacsh
082 0 4 $a 370.15 $2 23
090 $a LB1117 $b .B673 2016
100 1 $a Boettcher, Louise. $3 749955
245 1 0 $a Development and learning of young children with disabilities $h [electronic resource] : $b a Vygotskian perspective / $c by Louise Boettcher, Jesper Dammeyer.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2016.
300 $a xiii, 212 p. : $b ill., digital ; $c 24 cm.
490 1 $a International perspectives on early childhood education and development ; $v v.13
505 0 $a Part 1: Development With a Disability -- 1. Beyond a bio-medical and social model of disability: A cultural-historical approach -- 2. Early development (infant) -- 3. Toddler - preschool -- 4. School-age -- Part 2: Developmental and Educational Themes during Early Childhood -- 5. Impairments in sensation and perception -- 6. Emotional development and mental and behavioural difficulties -- 7. Development and Learning with specific learning impairments or intellectual disability -- 8. The centrality of communication and language development -- 9. The use of aid's -- Part 3: Creating a Future Together -- 10. Family life -- 11. Assessment of children with disabilities -- 12. Conclusion. Parents and professionals working together to support the development of the child.
520 $a This book introduces current theories and research on disability, and builds on the premise that disability has to be understood from the dialectical dynamics of biology, psychology, and culture over time. Based on the newest empirical research on children with disabilities, the book overcomes the limitations of the medical and social models of disability by arguing for a dialectical biopsychosocial model. The proposed model builds on Vygotsky's cultural-historical ideas of developmental incongruence, implying that the disability emerges from the misfit between individual abilities and the cultural-historical activity settings in which the child with impairments participates. The book is a theoretical contribution to an updated understanding of disability from a psychological and educational perspective. It focuses on the first years of the life of the child with impairment, and travels through infancy, toddler, preschool and early school age, to track the developmental trajectories of disability through the dialectical processes of cultural, social, individual, and biological processes. It discusses a number of themes that are relevant for the early development and support for children with various types and degrees of disability through the lens of Vygotsky's cultural-historical developmental theories. Some of the themes discussed are inclusion, mental health, communication, aids and family life.
650 0 $a Children with disabilities $x Development. $3 480786
650 0 $a Children with disabilities $x Education. $3 293174
650 0 $a Child development. $3 179533
650 1 4 $a Education. $3 177995
650 2 4 $a Childhood Education. $3 274717
650 2 4 $a Child and School Psychology. $3 321968
650 2 4 $a Developmental Psychology. $3 275080
650 2 4 $a Childhood, Adolescence and Society. $3 674960
700 1 $a Dammeyer, Jesper. $3 749956
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer eBooks
830 0 $a International perspectives on early childhood education and development ; $v v.6. $3 558723
856 4 0 $u http://dx.doi.org/10.1007/978-3-319-39114-4
950 $a Education (Springer-41171)