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Play, Learning, and Children's Development
Everyday Life in Families and Transition to School

$40.99 (C)

  • Date Published: July 2015
  • availability: Available
  • format: Paperback
  • isbn: 9781107531635

$ 40.99 (C)
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About the Authors
  • 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 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.

    • Outlines new concepts in cultural-historical theory
    • Comparative case studies enable transnational analysis
    • Engages both educational and developmental psychology in school and domestic settings
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    Reviews & endorsements

    "The authors' findings yield value that transcends specific nationalities and culture-imposed boundaries to pinpoint the power of children to play a dynamic role in the construction of family pedagogy and ultimately their own development … Recommended"
    S. Durr, Choice

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    Product details

    • Date Published: July 2015
    • format: Paperback
    • isbn: 9781107531635
    • length: 240 pages
    • dimensions: 229 x 152 x 14 mm
    • weight: 0.36kg
    • contains: 13 b/w illus. 5 tables
    • availability: Available
  • Table of Contents

    Foreword
    Part I. A Wholeness Approach to the Study of Children's Everyday Life:
    1. Children's social situation and their activities in everyday settings
    2. The conditions that family practices create for children's learning and development
    3. Societal conditions shape family practices
    Part II. Family Activity Settings:
    4. Morning routines in families
    5. Walking to school
    6. Afterschool settings and homework activities
    7. Relaxing at home - unstructured times in families
    8. The afterschool period - outdoor play at home
    9. Evening meals
    10. Bedtime routines
    Part III. Children Entering School Practices and Participating in Different Settings:
    11. Entering into school practice
    12. How schools create conditions for being a successful school child
    Part IV. Learning, Play, and Children's Development:
    13. Children's everyday life in families and across into school.

  • Authors

    Mariane Hedegaard, University of Copenhagen
    Mariane Hedegaard is a Professor of Developmental Psychology and head of the Centre for Person, Practice, Development and Culture at the University of Copenhagen. Professor Hedegaard was the founding president of the International Society for Cultural Activity Research (ISCAR, formerly ISCAT). Her recent publications include Motives in Children's Development, co-authored by Marilyn Fleer and Anne Edwards (Cambridge, 2011).

    Marilyn Fleer, Monash University, Victoria
    Marilyn Fleer holds the foundation chair for early childhood education at Monash University, Australia, and is the research director for the Child and Community Development research group. Professor Fleer currently serves as president of the International Society for Cultural Activity Research (ISCAR). Her previous publications include Motives in Children's Development (Cambridge, 2011) and Early Learning and Development (Cambridge, 2010).

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