Traditional approaches to cognitive development can tell us a great deal about the internal processes involved in learning. Sociocultural perspectives, on the other hand, provide valuable insights int
Traditional approaches to cognitive development can tell us a great deal about the internal processes involved in learning. Sociocultural perspectives, on the other hand, provide valuable insights int
This interdisciplinary work presents an integration of theory and research on how children develop their thinking as they participate in cultural activity with the guidance and challenge of their care
This interdisciplinary work presents an integration of theory and research on how children develop their thinking as they participate in cultural activity with the guidance and challenge of their car
Several recent analyses have focused on how social and cultural factors shape development, but less well understood are the individual constructive processes involved in this interplay. This volume sh
Several recent analyses have focused on how social and cultural factors shape development, but less well understood are the individual constructive processes involved in this interplay. This volume sh
Addressing widespread discontent with contemporary schooling, Roland Tharp and Ronald Gallimore develop a unified theory of education and offer a prescription: the reconstitution of schools as 'educating societies'. Drawing on studies from the family nursery through the university seminar, and on their own successful experiences with thousands of students over two decades, their theory is firmly based in a culture-sensitive devellopmental psychology but seeks to integrate all the recent work in the Vygotskian tradition with basic concepts in cognitive science, anthropology, and sociolinguistics. One of the authors' primary resources is the Kamehameha Elementary Education Program (KEEP), generally regarded as the world's outstanding research and development program for elementary schooling.
Addressing widespread discontent with contemporary schooling, Roland Tharp and Ronald Gallimore develop a unified theory of education and offer a prescription: the reconstitution of schools as 'educating societies'. Drawing on studies from the family nursery through the university seminar, and on their own successful experiences with thousands of students over two decades, their theory is firmly based in a culture-sensitive devellopmental psychology but seeks to integrate all the recent work in the Vygotskian tradition with basic concepts in cognitive science, anthropology, and sociolinguistics. One of the authors' primary resources is the Kamehameha Elementary Education Program (KEEP), generally regarded as the world's outstanding research and development program for elementary schooling.
Keeping track of others’ mental states, known as Theory of Mind, is a fundamental social-cognitive skill, the foundations of which are present in human infancy. Upon this foundation, our ability to ‘m
Keeping track of others’ mental states, known as Theory of Mind, is a fundamental social-cognitive skill, the foundations of which are present in human infancy. Upon this foundation, our ability to ‘m
For decades there has been considerable interest in the ways that interactions between children can provide a beneficial context for the study of cognitive and social development. In this book Psaltis
From the first moment of life, language development occurs in the context of social activities. This book emphasises how language development interacts with social and cognitive development, and shows
When this book was first published in 1978, it was only recently that researchers had begun to focus on children's peer relationships and the impact of these relationships on their development. The contributors to this volume view friendship as an important context for the study of a variety of cognitive and affective processes - from the perspectives of a wide range of disciplines. The volume poses an array of fascinating theoretical questions, and offers varied methodological tools for answering them. Some contributors present and review applied research addressed to conceptualizing and ameliorating peer relationship problems, whilst others reflect applied or policy-orientated concerns in chapters on racial integration and the integration of mentally retarded children into regular classrooms. A chapter on the scientific, political and social history of the interest in children's friendships and two summary chapters add to the usefulness of the book for students.
Developmental theorists have struggled with defining the relations among biology, psychology, and sociocultural context, often reducing psychological functions of a person to either biological functioning or the role of sociocultural context - nature or nurture - and considering each area of human development separately. New Perspectives on Human Development addresses fundamental questions of development with a unified approach. It encompasses theory and research on cognitive, social and moral, and language and communicative development, in various stages of life, and explores interdisciplinary perspectives. New Perspectives on Human Development revisits old questions and applies original empirical findings, offering new directions for future research in the field.
Developmental theorists have struggled with defining the relations among biology, psychology, and sociocultural context, often reducing psychological functions of a person to either biological functioning or the role of sociocultural context - nature or nurture - and considering each area of human development separately. New Perspectives on Human Development addresses fundamental questions of development with a unified approach. It encompasses theory and research on cognitive, social and moral, and language and communicative development, in various stages of life, and explores interdisciplinary perspectives. New Perspectives on Human Development revisits old questions and applies original empirical findings, offering new directions for future research in the field.
Microdevelopment is the process of change in abilities, knowledge and understanding during short time-spans. This book presents a new process-orientated view of development and learning based on recent innovations in psychology research. Instead of characterising abilities at different ages, researchers investigate processes of development and learning that evolve through time and explain what enables progress in them. Four themes are highlighted: variability, mechanisms that create transitions to higher levels of knowledge, interrelations between changes in the short-term scale of microdevelopment and the crucial effect of context. Learning and development are analysed in and out of school, in the individual's activities and through social interaction, in relation to simple and complex problems and in everyday behaviour and novel tasks. With contributions from the foremost researchers in the field Microdevelopment will be essential reading for all interested in cognitive and developme
Microdevelopment is the process of change in abilities, knowledge and understanding during short time-spans. This book presents a new process-orientated view of development and learning based on recent innovations in psychology research. Instead of characterising abilities at different ages, researchers investigate processes of development and learning that evolve through time and explain what enables progress in them. Four themes are highlighted: variability, mechanisms that create transitions to higher levels of knowledge, interrelations between changes in the short-term scale of microdevelopment and the crucial effect of context. Learning and development are analysed in and out of school, in the individual's activities and through social interaction, in relation to simple and complex problems and in everyday behaviour and novel tasks. With contributions from the foremost researchers in the field Microdevelopment will be essential reading for all interested in cognitive and developme
This volume is a collection of current research on Chinese child development: the context of development, cognitive development , social development, and new issues related to the topic.
In the past, researchers have treated the development of the emotions and the task of emotional regulation as two separate topics, the former emphasizing 'normative' questions and the latter emphasizing 'individual' differences. Until now, understanding the first topic has never been seen as relevant for the second. This is the area pioneered by Emotional Development. This book presents the early phases of emotional life from a developmental perspective. It argues that emotional generation hinges on the developing ability to express arousal or 'tension' in accordance with one's context. It reveals the common core processes underlying the emergence of specific emotions and the capacity for emotional regulation. It explains the timing of emotional emergence, why emotions function as they do, and also explores individual styles of emotional regulation. Close ties between emotional development, cognitive, social and CNS development are discussed, too.
How Humans Learn to Think Mathematically describes the development of mathematical thinking from the young child to the sophisticated adult. Professor David Tall reveals the reasons why mathematical concepts that make sense in one context may become problematic in another. For example, a child's experience of whole number arithmetic successively affects subsequent understanding of fractions, negative numbers, algebra, and the introduction of definitions and proof. Tall's explanations for these developments are accessible to a general audience while encouraging specialists to relate their areas of expertise to the full range of mathematical thinking. The book offers a comprehensive framework for understanding mathematical growth, from practical beginnings through theoretical developments, to the continuing evolution of mathematical thinking at the highest level.
