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Child Development in Russia
This book presents unique results of complex studies from the all-Russian longitudinal study “Grow with Russia”. In the framework of the cultural-historical concept, it focuses on the social situation of development, which is organized by adults, and its influence on cognitive and emotional development of children. It examines the role of the traditional play in children's development in modern conditions. The book explores the changes in social situation of development due to the digitalization of the world and its impact on child development, child groups and play development. The book searches for cognitive cultural tools as means of concept acquisition by preschool children in different domains as well as key factors that influence effectiveness of different cultural tools usage. This book provides international perspectives, making results from the study applicable to different cultural contexts.
Education and Development in Early Years From Cultural-historical Theory
Cultural-historical theory addresses issues of child development through acquisition of cultural experience as a process of complex cultural activity and thus makes an emphasis on educational process as structured way of learning. Research issues that are raised starting from works of Vygotsky and his followers are connected with educational environment, instruction possibilities and effectiveness, relations of play and education, cognition and emotion in educational process, etc. For the past 40 years special attention in terms of practical application was devoted to elaboration of methods that are used for measuring effectiveness of educational environment (for example, CLASS, ECERS), structural changes in consciousness of a child (for example, executive functions research, research of organization of play activity and development of symbolic function).
Learning Mathematics by Cultural-historical Theory Implementation
This book is devoted to the topic of mathematical skills development, which was the focus of Vygotsky's cultural-historical theory. It offers descriptions of studies of development of visual modelling in children and its use for educational purposes. Special attention is given to concrete examples of Vygotsky's work and educational programs that makes it possible to replicate the results in various settings. The work also addresses conditions, means and predictors of mathematical concepts acquisition at different ages and educational levels (preschool, primary and middle secondary education). The book shows theoretical solidity of cultural-historical approach and experience of its implementation in teaching of mathematical knowledge in childhood and the study of the process of psychological development.
Child Development in Russia
This book presents unique results of complex studies from the all-Russian longitudinal study “Grow with Russia”. In the framework of the cultural-historical concept, it focuses on the social situation of development, which is organized by adults, and its influence on cognitive and emotional development of children. It examines the role of the traditional play in children's development in modern conditions. The book explores the changes in social situation of development due to the digitalization of the world and its impact on child development, child groups and play development. The book searches for cognitive cultural tools as means of concept acquisition by preschool children in different domains as well as key factors that influence effectiveness of different cultural tools usage. This book provides international perspectives, making results from the study applicable to different cultural contexts.
International Handbook of Early Childhood Education
This international handbook gives a comprehensive overview of findings from longstanding and contemporary research, theory, and practices in early childhood education in the Northern and Southern hemispheres. The first volume of the handbook addresses theory, methodology, and the research activities and research needs of particular regions. The second volume examines in detail innovations and longstanding programs, curriculum and assessment, and conceptions and research into child, family and communities. The two volumes of this handbook address the current theory, methodologies and research needs of specific countries and provide insight into existing global similarities in early childhood practices. By paying special attention to what is happening in the larger world contexts, the volumes provide a representative overview of early childhood education practices and research, and redress the current North-South imbalance of published work on the subject.
Piaget and Vygotsky in XXI century
The book provides a comprehensive analyses of Vygotsky’s and Piaget’s theories implementation in modern preschool education. It analyzes the problem of the relationship between the natural and the cultural in the context of Vygotsky and Jean Piaget theories. Their discourses complemented each other: whereas Vygotsky developed his theory in the direction from society (culture) to the individual child, Piaget’s movement was the opposite: from individual child to society. These two approaches confront modern world with the need to analyze the problem of childhood: is childhood a period of cultural exploration or is it a special form of relationship in which both the egocentrism and consciousness of the child, and the egocentrism and consciousness of culture are represented? Readers will gain insight into the methodology that makes possible to unite up-to-date views based on Vygotsky and Piaget theories on child development and education.
The Handbook of International Psychology
This second edition of The Handbook of International Psychology chronicles the discipline of psychology as it evolves in different regions, from the perspective of those living and working in the countries they write about. This volume surveys the history, methodology, education, training, and future of psychology in more than 100 countries/territories, organized by region and continent. In this thoroughly updated and expanded edition, chapters highlight the important ways in which psychological knowledge and services are contextualized through culture, history, geography, social, and political forces. This comprehensive handbook is essential for students and teachers of psychology, as well as professionals wanting to develop their understanding of psychology around the world.
Advances in Cognitive Research, Artificial Intelligence and Neuroinformatics
This book reports on theoretical and experimental research answering key questions in neuroscience, philosophy of mind, and cognitive research. It gives a special emphasis on findings achieved within the territory of the former U.S.S.R, which has remained largely unknown to an international readership. The volume gathers authoritative studies on cognitive development, consciousness, attention and perception. It covers research on eye movements, language, speech and semantics, emotion, as well as brain functional states, and a variety of decision-making processes. It also highlights important advances in cognitive robotics and artificial intelligence, discussing brain-computer interfaces and ...
Teachers' and Families' Perspectives in Early Childhood Education and Care
The second volume in this Early Childhood Education in the 21st Century: International Teaching, Family and Policy Perspectives miniseries focuses on teacher and family perspectives of early childhood education and care from 19 different countries around the world. The aim of this volume is to articulate the key components of teacher education and family practices that impact young children’s education and care. Each country featured in this volume presents its own unique perspective in relation to the cultural and societal constraints around teacher training and/or family practices and the thinking around those practices that are important for early childhood development. Offering a unique insight into how teachers and families work together in different countries, the book is essential reading for early childhood educators, researchers, early childhood organisations, policy makers and those interested to know more about early childhood within an international perspective.
