基本説明
This book brings together researchers working in the UK and Denmark to reflect on the benefits to be had from taking such a stance on support for children and schools.
Full Description
An international guide to using Vygotsky's theories to support children and schools in special needs education.
Contents
Introduction \ Part IImpairments and Cultural-Historical Practices for Learning. Children with Cerebral Palsy in School Louise Bottcher \ 2. The Challenge of Using Multiple Methods to Gather the Views of Children Jill Porter \ 3. Failing to learn or learning to fail?: The case of young writers Ros Fisher \ Part II: Educational Psychological Pedagogical Practice \ 4. Cooperation Between Professionals in Educational Psychology: Children's specific problems are connected to general dilemmas in relation to taking part Charlotte Hojholt \ 5. Supporting Children and Schools: A development and practice centred approach for professional practice and research Marianne Hedegaard and Seth Chaiklin \ 6. Developing Educational Psychological Consultative Practice in Schools Framed within Cultural Historical Theory of Child Development Christine Vassing \ 7. Change and Development in the Professional Practice of Educational Psychologists in the UK Jane Leadbetter \ Part III: Support that Transcends Borders \ 8. Support for Children and Schools through Cultural Intervention Harry Daniels \ 9. Relational Agency in Collaborations for the Wellbeing of Children and Young People Anne Edwards \ 10.Diverse Needs, Different Provision: How Differences in Preschool Settings Support Children to Learn How to be Learners Jan Georgeson \ 11. Young people Not in Education, Employment or Training Geoff Hayward \ Index
