Children's Perspectives as "Touch Downs" in Time: Assessing and Developing Children's Understanding Simultaneously

Autor/inn/en	Samuelsson, Ingrid Pramling; Pramling, Niklas
Titel	Children's Perspectives as "Touch Downs" in Time: Assessing and Developing Children's Understanding Simultaneously
Quelle	In: Early Child Development and Care, 179 (2009) 2, S.205-216 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Educational Objectives; Childhood Attitudes; Comprehension; Knowledge Level; Music; Mathematics; Natural Resources; Preschool Children; Child Development; Preschool Curriculum; Student Rights; Foreign Countries; Scientific Concepts; Mathematical Concepts; Environment; Sweden + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Verstehen; Verständnis; Wissensbasis; Musik; Mathematik; Natural Ressource; Natürliche Ressource; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Ausland; Umwelt; Schweden
Abstract	In this article, getting access to children's perspectives is presented as a prerequisite for assessing as well as developing children's understanding. Children's perspectives are analysed through examples taken from three domains of knowledge: music, mathematics and nature. The issues of assessing and developing children's knowledge are discussed against this empirical background. It is argued that children's perspectives are pivotal to both these educational objectives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10