Play, Learning, and Children's Development

Everyday Life in Families and Transition to School

Nonfiction, Health & Well Being, Psychology, Developmental Psychology, Reference & Language, Education & Teaching
Cover of the book Play, Learning, and Children's Development by Mariane Hedegaard, Marilyn Fleer, Cambridge University Press
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Author: Mariane Hedegaard, Marilyn Fleer ISBN: 9781107357808
Publisher: Cambridge University Press Publication: April 22, 2013
Imprint: Cambridge University Press Language: English
Author: Mariane Hedegaard, Marilyn Fleer
ISBN: 9781107357808
Publisher: Cambridge University Press
Publication: April 22, 2013
Imprint: Cambridge University Press
Language: English

This book explores the dynamics in children's everyday lives as they move between school and the family, with particular consideration of how children's motives change in response to new challenges. Professors Mariane Hedegaard and Marilyn Fleer follow four children, two from Australia and two from Denmark, over a twelve-month period. Using these case studies, they show how children's everyday activities, play, and the demands of both family and educational contexts influence their learning and development. The authors contribute to a sociocultural theory formulation that includes the child's perspective in cultural historical contexts. Their approach yields insights that transcend specific nationalities, cultures, and socioeconomic situations. The analysis shows not just how children's family life shapes their experiences in school, but how schools influence and shape their lives at home.

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This book explores the dynamics in children's everyday lives as they move between school and the family, with particular consideration of how children's motives change in response to new challenges. Professors Mariane Hedegaard and Marilyn Fleer follow four children, two from Australia and two from Denmark, over a twelve-month period. Using these case studies, they show how children's everyday activities, play, and the demands of both family and educational contexts influence their learning and development. The authors contribute to a sociocultural theory formulation that includes the child's perspective in cultural historical contexts. Their approach yields insights that transcend specific nationalities, cultures, and socioeconomic situations. The analysis shows not just how children's family life shapes their experiences in school, but how schools influence and shape their lives at home.

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