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"For those who study and work with children, this book details an approach that applies to multiple contexts within developmental psychology and education. Researchers and practitioners seeking insights into the development of children considered at-risk will find a methodology that highlights overlooked strengths among minoritized cultures"--
List of contents
Part I. Collaborative Competence in Pursuit of a Culturally Valid Account of Social Development: 1. Why a new direction is necessary; 2. Can the self be relational? Culture at the root of psychology; Part II. Elements of Collaborative Competence: Expanding on Prior Research: 3. Redefining subjectivity and intersubjectivity for a new method; 4. Framing intersubjectivity during children's interactions: a critical examination of theories and methods; 5. What makes for 'high quality' interactions at home and school; 6. Collaborative competence: A new model of development; Part III. A New Theory and Method for Assessing Development via Collaborative Competence: 7. Capturing the complexity of collaborations in varied settings; 8. Principles for a developmentally and culturally valid methodology; 9. Analyzing components of collaborative competence during preschooler free play; 10. Collaborative competence during early elementary playful learning activities; Part IV. Implications for Theory, Research and Practice: 11. Making the shift to interactivity in education and psychology; 12. A theoretical home for the role of collaborative competence in education.
About the author
Rebecca R. Garte is Professor of Teacher Education at the City University of New York (CUNY), who has published extensively in the areas of developmental psychology and teacher education. As a recipient of a large-scale grant from the W. K. Kellogg Foundation, she led the comprehensive educator empowerment program, a multi-year research practice partnership with New York City public schools.
Summary
Scholars and practitioners within psychology and education will find new insights into the development of children considered at-risk. The approach of this book highlights overlooked strengths specifically grounded in majority-world cultures. Details of applying the methodology to multiple contexts are provided.
Foreword
By advocating for a focus on interactions rather than individuals, this book critiques traditional child development theory and methods.
