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Informationen zum Autor Marilyn Fleer is Professor of Early Childhood Education and Foundation Chair at Monash University, Australia. She is also the Centre Research Director for the Centre for Childhood Studies. Mariane Hedegaard is a Professor and Leader of the Centre for Person, Practice, Development, and Culture (PPUK) at the Department of Psychology, Copenhagen University. Jonathan Tudge is a Professor in the Department of Human Development and Family Studies at The University of North Carolina at Greensboro, USA. Klappentext The World Yearbook of Education 2009 volume: Childhood Studies and the Impact of Globalization examines the concept of 'childhood' and 'childhood development and learning' from educational, sociological and psychological perspectives. This contributed volume seeks to explicitly provide a series of windows into the construction of childhood around the world, as a means to conceptualizing and more sharply defining the emerging field of global and local childhood studies. At the global level there has been an increasing discontent with how children have been reified and measured. Prevailing Eurocentric and North-American notions of 'childhood' and 'development' across the North-South boundaries show vast differences in how 'childhood' is constructed and how 'development' is theorized. Zusammenfassung The World Yearbook of Education 2009 volume: Childhood Studies and the Impact of Globalization examines the concept of 'childhood' and 'childhood development and learning' from educational, sociological and psychological perspectives. This contributed volume seeks to explicitly provide a series of windows into the construction of childhood around the world, as a means to conceptualizing and more sharply defining the emerging field of global and local childhood studies. At the global level there has been an increasing discontent with how children have been reified and measured. Prevailing Eurocentric and North-American notions of 'childhood' and 'development' across the North-South boundaries show vast differences in how 'childhood' is constructed and how 'development' is theorized. Inhaltsverzeichnis Series Editor Forward 1 Constructing childhood: Global–local policies and practices, Marilyn Fleer, Mariane Hedegaard & Jonathan Tudge Section One: The constructions of childhood development and learning 2 Cultures in Early Childhood Care and Education, Bame Namensang 3 Cultural practices, social values and childhood education: The Impact of globalization, Angela Branco 4 Childhoods in Turkey: Social class and gender differences in schooling, labor, and play, Artin Göncü, Serap Özer & Nihal Ahioglu 5 A cultural-historical reading of ‘Children as Researchers’, Marilyn Fleer & Gloria Quiñones 6 The power of motives. The dialectical relations between neurobiological constraints and activity in child development, Louise Bottcher Section Two: Global-local childhood studies 7 Vygotsky and the conceptual revolution in developmental sciences: Towards a united (non-additive) account of human development, Anna Stetsenko 8 A cultural-ecological perspective on early childhood among the Luo of Kenya, Jonathan Tudge & Dolphine Odero-Wanga 9 An environmental affordance perspective on the study of development – artefact, social other, and self, Jytte Bang 10 Radical-local teaching and learning: A cultural-historical perspective on education and children’s development, Seth Chaiklin & Mariane Hedegaard 11. Cultural-historical psychology in the practice of education, G.G. Kravtsov & Elena E. Kravtsova 12. Developmental Education: Improving Participation in Cultural Practices., Bert van Oers Section Three: Global politics shaping local childhoods 13 Motivation and behaviour in Russian schools: the impact of globalisation upon the Soviet educational legacy, Julian Elliott 14 Family practices and how children are positioned as active agents, Maria...
