Innocence, Knowledge and the Construction of Childhood provides a critical examination of the way we regulate children’s access to certain knowledge and explores how this regulation contributes to the
Innocence, Knowledge and the Construction of Childhood provides a critical examination of the way we regulate children’s access to certain knowledge and explores how this regulation contributes to the
Gathering current research in early childhood mathematics education, this book focuses on tension between instruction and construction of knowledge. Covers development of mathematical thinking, the im
Interest in the childhood evolution of our thinking and knowledge concerning the social world is lively and growing and studies have proliferated for many years. When it was first published in 1981, this book afforded a group of distinguished social scientists the opportunity to reflect on social cognitive development and on the implications their own theoretical positions and research findings might have for this central process. One of its special strengths is the range of the contributors' backgrounds. In addition to specialists, there are students of non-social cognitive development, social anthropology, the 'adult' (non-developmental) social, personality and cognitive psychology. Their readable essays thus offer compelling perspectives and approaches for those interested in the child's construction of social reality.
