A Cultural-Historical Analysis of Early Childhood Education: How Do Teachers Appropriate New Cultural Tools?

Autor/inn/en	Fleer, Marilyn; Robbins, Jill
Titel	A Cultural-Historical Analysis of Early Childhood Education: How Do Teachers Appropriate New Cultural Tools?
Quelle	In: European Early Childhood Education Research Journal, 15 (2007) 1, S.103-119 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
Schlagwörter	Early Childhood Education; Theory Practice Relationship; Preservice Teachers; Preservice Teacher Education; Student Teacher Attitudes; Constructivism (Learning); Nature Nurture Controversy; Heritage Education; Student Surveys; Portfolio Assessment; Cultural Context; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Theorie-Praxis-Beziehung; Lehramtsstudiengang; Lehrerausbildung; Umweltdebatte; Schülerbefragung; Portfoliobeurteilung; Ausland; Australien
Abstract	In many European heritage early childhood education communities cultural-historical theory has become increasingly influential for informing practice. Yet one of the major challenges facing the field has been the slow mobilisation of new theory into practice. This paper reports on a study of 40 early childhood pre-service students as they moved from a developmental to a cultural-historical framework for observing and planning for young children. Although the study focused on pre-service teachers, the findings are demonstrably important for practising teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10