基本説明
Examines the concept of 'childhood' and 'childhood development and learning' from educational, sociological and psychological perspectives.
Full Description
The World Yearbook of Education 2009: Childhood Studies and the Impact of Globalization: Policies and Practices at Global and Local Levels examines the concept of childhood and childhood development and learning from educational, sociological, and psychological perspectives. This contributed volume seeks to explicitly provide a series of windows into the construction of childhood around the world, as a means to conceptualizing and more sharply defining the emerging field of global and local childhood studies. At the global level there has been increasing discontent with how children have been reified and measured. Prevailing Eurocentric and North-American notions of childhood and development across the North-South boundaries show vast differences in how childhood is constructed and how development is theorized.
The World Yearbook of Education 2009 volume provides comprehensive research from Asia-Pacific, the Americas, the African region and European communities and is presented with a special focus on education. It examines childhood from birth to twelve years of age, across institutional contexts and within both poor majority and rich minority countries. Cultural-historical theory has been used as the framework for investigating and providing insights into how childhood is theorized, politicized, enacted, and lived across these communities. A range of theoretical orientations informs this book, including cultural-historical theory, ecological theory, and cross-cultural research.
The World Yearbook of Education 2009 volume is organized into 3 sections:
Section 1: Examines the global construction of childhood development and learning
Section 2: Discusses the local conditions and global imperatives that arise from a broadly based analysis of the studies presented within this section
Section 3: Draws upon cultural-historical theory and ecological theory and brings together the themes explored throughout the preceding two sections.
The World Yearbook of Education 2009 volume seeks to make visible the cultural-historical construction of childhood and development across the north-south regions and scrutinizes the policy imperatives that have maintained the global colonization of families.
Contents
@toc:Contributor Bios
Series Editor Forward
1 Constructing childhood: Global-local policies and practices, Marilyn Fleer, Mariane Hedegaard & Jonathan Tudge
Section One: The constructions of childhood development and learning
2 Cultures in Early Childhood Care and Education, Bame Namensang
3 Cultural practices, social values and childhood education: The Impact of globalization, Angela Branco
4 Childhoods in Turkey: Social class and gender differences in schooling, labor, and play, Artin Göncü, Serap Özer & Nihal Ahioglu
5 A cultural-historical reading of 'Children as Researchers', Marilyn Fleer & Gloria Quiñones
6 The power of motives. The dialectical relations between neurobiological constraints and activity in child development, Louise Bottcher
Section Two: Global-local childhood studies
7 Vygotsky and the conceptual revolution in developmental sciences: Towards a united (non-additive) account of human development, Anna Stetsenko
8 A cultural-ecological perspective on early childhood among the Luo of Kenya, Jonathan Tudge & Dolphine Odero-Wanga
9 An environmental affordance perspective on the study of development - artefact, social other, and self, Jytte Bang
10 Radical-local teaching and learning: A cultural-historical perspective on education and children's development, Seth Chaiklin & Mariane Hedegaard
11. Cultural-historical psychology in the practice of education, G.G. Kravtsov & Elena E. Kravtsova
12. Developmental Education: Improving Participation in Cultural Practices., Bert van Oers
Section Three: Global politics shaping local childhoods
13 Motivation and behaviour in Russian schools: the impact of globalisation upon the Soviet educational legacy, Julian Elliott
14 Family practices and how children are positioned as active agents, Mariane Hedegaard & Marilyn Fleer
15 Conceptions of early childhood care and education in Brazil, Lia B. L. Freitas, Terri L. Shelton & Tania M. Sperb
16 A cultural-historical analysis of play as an activity setting in early childhood education: Views from research and from teachers, Marilyn Fleer, Holli A. Tonyan, Ana Cristina Mantilla & C.M. Patricia Rivalland
