Literaturnachweis - Detailanzeige
| Autor/in | Ridgway, Avis |
|---|---|
| Titel | How Can Cultural-Historical Theory Be Used as a Methodological Dialectic? |
| Quelle | In: European Early Childhood Education Research Journal, 18 (2010) 3, S.159-176 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1350-293X |
| Schlagwörter | Influences; Preschool Education; Child Development; Case Studies; Foreign Countries; Social Psychology; Theories; Cultural Context; History; Young Children; Family Influence; Australia |
| Abstract | How can we better understand childhood learning in its historical development? How do institutions (including family) influence and shape what is possible in early childhood? As part of a wider study in an Australian community pre-school, this paper focuses on how cultural-historical methodology can be used to understand institutional influences over time. Returning to an original workplace pre-school site as a field researcher challenged thinking about apparently invisible influences of historical development. Framing this study are Hedegaard's learning and development through participation in institutional practices model, and Vyqotsky's cultural-historical theory. This paper uses case study data from one family for building a methodological dialectic in order to theorize practices and thereby illustrate the concept of historical childhood development. (Contains 1 figure and 3 tables.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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