Qualitative Studies of Exploration in Childhood Education
Cultures of Play and Learning in Transition
- 240 pages
- English
- PDF
- Available on iOS & Android
Qualitative Studies of Exploration in Childhood Education
Cultures of Play and Learning in Transition
About this book
This book uses the concept of exploration as a way of understanding transitions in children between the ages of 5 to 18 years old. Written by an international group of scholars from Australia, Brazil, China, Denmark, Finland, Greenland, India, Norway and the UK, the chapters offer a diverse set of case studies. The topics and themes covered include transitions in outdoor playtime, the transition to daycare, compassion in kindergarten, learning with fathers, transitions of Chinese traditional culture and disability. The chapters are organised into two parts, the first part covering macro transitions and the second covering micro-genetic transitions. The contributors show how both macro and micro-genetic transitions influence children's everyday lives, and how these different transitions open up new possibilities for play, learning and development. The contributors draw on Vygotsky's cultural historical theory and the understanding that children's cultural formation takes form in a dialectic relation between children's interests and motives and the institutional settings they participate in.
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Information
Table of contents
- Cover
- Contents
- List of Illustrations
- List of Contributors
- Preface
- Series Editors’ Foreword
- Acknowledgements
- 1 Cultures of Play and Learning in Transition Marilyn Fleer, Mariane Hedegaard, Elin Eriksen Ødegaard and Hanne Værum Sørense
- Part I: Macro-transitions within and across Educational Cultures: Children’s Explorations as a New Conception in Transitions
- Part II: Children’s Explorations during Microgenetic Transitions within Activity Settings
- Index