Qualitative Studies of Exploration in Childhood Education - (Transitions in Childhood and Youth) (Hardcover)
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<p/><br></br><p><b> About the Book </b></p></br></br>"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"--<p/><br></br><p><b> Book Synopsis </b></p></br></br><p>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.</p><p/><br></br><p><b> Review Quotes </b></p></br></br><br>"This book enriches the study of child development from a cultural-historical perspective, exploring empirical studies in very diverse cultural settings, which makes it highly attractive to researchers." --<i>José A. Sánchez Medina, Professor of Communication Psychology, University Pablo de Olavide, Spain</i><br><p/><br></br><p><b> About the Author </b></p></br></br><p><b>Marilyn Fleer </b>is Laureate Professor and Foundation Chair of Early Childhood Education and Development at Monash University, Australia, and Honorary Research Fellow in the Department of Education at the University of Oxford, UK. <p/><b>Mariane Hedegaard </b>is Professor Emerita in Developmental Psychology at the University of Copenhagen, Denmark, and Senior Research Fellow in the Department of Education at the University of Oxford, UK. <p/><b>Elin Eriksen Ødegaard</b> is Professor and Director of the Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures at Western Norway University of Applied Sciences, Norway, and Visiting Professor at the University of Tromso, Norway. <p/><b>Hanne Værum Sørensen</b> is Associate Professor of Pedagogy and Education at VIA University College, Aarhus, Denmark.</p>
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