Literaturnachweis - Detailanzeige
Autor/in | Lyle, Sue |
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Titel | Narrative Understanding: Developing a Theoretical Context for Understanding How Children Make Meaning in Classroom Settings. |
Quelle | In: Journal of Curriculum Studies, 32 (2000) 1, S.45-63Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-0272 |
Schlagwörter | Child Development; Cognitive Processes; Educational Practices; Educational Research; Educational Theories; Elementary Education; Emotional Development; Higher Education; Learning; Social Sciences Kindesentwicklung; Cognitive process; Kognitiver Prozess; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Educational theory; Theory of education; Bildungstheorie; Elementarunterricht; Gefühlsbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernen; Social science; Sozialwissenschaften; Gesellschaftswissenschaften |
Abstract | Examines developments in social and cultural approaches to understanding child development. Focuses on the issue of narrative understanding as an important concept in discussions of how children learn. Offers a rationale for considering narrative understanding as a key aspect of meaning-making and discusses implications for classroom practice. (CMK) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |