Contemporary Principles to Lead Understandings of Children's Learning: Synthesizing Vygotsky, Rogoff, Wells and Lindfors

Autor/in	Hedges, Helen
Titel	Contemporary Principles to Lead Understandings of Children's Learning: Synthesizing Vygotsky, Rogoff, Wells and Lindfors
Quelle	In: Early Child Development and Care, 191 (2021) 7-8, S.1056-1065 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hedges, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1849169
Schlagwörter	Educational Policy; Early Childhood Education; Learning Processes; Educational Practices; Learning Theories; Child Development; Developmental Stages; Preschool Children; Outcomes of Education; Sociocultural Patterns + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Learning process; Lernprozess; Bildungspraxis; Learning theory; Lerntheorie; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernleistung; Schulerfolg; Soziokulturelle Theorie
Abstract	Many scholars are influenced by the theoretical contributions of Lev Vygotsky. Significant post-Vygotskian scholarly writing highlights sociocultural perspectives of understanding everyday, informal learning as an important phenomenon. Ideas of participatory learning, and knowledge building through participation and inquiry, are included in the work of Barbara Rogoff, Gordon Wells and Judith Lindfors. Synthesizing their work contributes to potential shifts in understanding the ways children learn that, in turn, might influence early childhood education policies, practices and outcomes. This paper, therefore, proposes contemporary principles reflecting current ways to understand and value young children's learning, illustrated through the concept of 'working theories'. A recent construct in scholarship on children's learning, working theories recognize the fluid and changing trajectories of learning that children engage in to understand, and participate more effectively in, their lives. In this way, shifts from traditional views of young children's learning to contemporary and nuanced understandings become possible. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01