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Perspectives on Activity Theory
Activity theory is an interdisciplinary approach to human sciences that originates in the cultural-historical psychology school, initiated by Vygotsky, Leont'ev, and Luria. It takes the object-oriented, artifact-mediated collective activity system as its unit of analysis, thus bridging the gulf between the individual subject and the societal structure. This 1999 volume includes 26 chapters on activity theory by authors from ten countries. In Part I of the book, central theoretical issues are discussed from different points of view. Some topics addressed in this part are epistemology, methodology, and the relationship between biological and cultural factors. Part II is devoted to the acquisition and development of language. This part includes a chapter that analyzes writing activity in Japanese classrooms, and a case study of literacy skills of a man with cerebral palsy. Part III contains chapters on play, learning, and education, and Part IV addresses the meaning of technology and the development of work activities. The final part covers issues of therapy and addiction.
Play and Performance: Play and Culture Studies
Play and Performance offers hope to those lamenting the loss of play in the twenty-first century and aims to broaden the understanding of what play is. This volume showcases the work of programs from early childhood through adulthood, in a variety of educational and therapeutic settings, and from a range of theoretical and practical perspectives. The chapters cover an array of practices that can be seen across the play to performance continuum. Taken together, the myriad ways that play is performance and performance is play become clear, sometimes blurring the need for distinction. The volume provides play advocates, researchers and practitioners a wealth of practical and theoretical ideas for expanding the use of performance as a tool for creating playful environments where children and adults can create and develop.
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.
Wonder-Full Education
For many children much of the time their experience in classrooms can be rather dull, and yet the world the school is supposed to initiate children into is full of wonder. This book offers a rich understanding of the nature and roles of wonder in general and provides multiple suggestions for to how to revive wonder in adults (teachers and curriculum makers) and how to keep it alive in children. Its aim is to show that adequate education needs to take seriously the task of evoking wonder about the content of the curriculum and to show how this can routinely be done in everyday classrooms. The authors do not wax flowery; they present strong arguments based on either research or precisely described experience, and demonstrate how this argument can be seen to work itself out in daily practice. The emphasis is not on ways of evoking wonder that might require virtuoso teaching, but rather on how wonder can be evoked about the everyday features of the math or science or social studies curriculum in regular classrooms.
Teachers' Minds And Actions
Based on the 10th International Study Association on Teacher Thinking and Practice Conference in Gothenburg, this text contains a collection of original research conducted by scholars from Europe, North America, Israel and Hong Kong, and provides an overview of the current status of international research on teacher thinking.; The contributors write from different perspectives - some analytical, some philosophical and some contextual - on the way teachers think and act. The intention of the book is not to characterise critically the established traditions or any of its researchers, but to study teacher-thinking research in context, analysing research objectives and enquiring into what lies behind the traditions. The result is a picture of an unpredictable but exciting and interesting future in developments in teacher-thinking research.
Vygotsky and Creativity
This text presents a Vygotskian perspective on children's and adults' symbolic engagement in play, multi-modal meaning making, and the arts. Psychologists, artists, and educators present research and practice in a variety of learning environments through the lens of Vygotsky's cultural historical theory. The connections between creative expression, learning, teaching, and development are situated in a theoretical framework that emphasizes the social origins of individual development and the arts. The authors share a view of learning as an imaginative process rooted in our common need to communicate and transform individual experience through the cultural lifelines of the arts. This book is s...
Visual Methodologies and Digital Tools for Researching with Young Children
This book makes an original contribution to researching child-community development so that those with specific interests in early childhood education have new theoretical tools to guide their research practices. The book explicitly theorises the use of digital visual tools from a cultural-historical perspective. It also draws upon a range of post-structuralist concepts for moving research and scholarship forward. Examples of visual technologies from research in different cultural communities are foregrounded. In particular this book introduces contemporary methodologies for researching child and community development with a focus on visual methodology so the dynamics of development can be c...
Learning and Expanding with Activity Theory
This book is a collection about cultural-historical activity theory as it has been developed and applied by Yrjö Engeström. The work of Engeström is both rooted in the legacy of Vygotsky and Leont'ev and focuses on current research concerns that are related to learning and development in work practices. His publications cross various disciplines and develop intermediate theoretical tools to deal with empirical questions. In this volume, Engeström's work is used as a springboard to reflect on the question of the use, appropriation, and further development of the classic heritage within activity theory. The book is structured as a discussion among senior scholars, including Y. Engeström himself. The work of the authors pushes on classical activity theory to address pressing issues and critical contradictions in local practices and larger social systems.
Monetary Policy with Negative Interest Rates: Decoupling Cash from Electronic Money
Monetary policy space remains constrained by the lower bound in many countries, limiting the policy options available to address future deflationary shocks. The existence of cash prevents central banks from cutting interest rates much below zero. In this paper, we consider the practical feasibility of recent proposals for decoupling cash from electronic money to achieve a negative yield on cash which would remove the lower bound constraint on monetary policy. We discuss how central banks could design and operate such a system, and raise some unanswered questions.
Play and Curriculum
Educators have long been pursuing and applying ways that play can be a context and even a medium for teaching and learning. Volume 15 of Play & Culture Studies focuses on the special topic on Play and Curriculum, a long waited topic to many educators and researchers in the field of play and education. This volume includes chapters reporting recent studies and practical ideas examining the relations between the play and curriculum from early education to higher education. The volume has 3 sections with the 9 chapters grouped to represent various voices on play and curriculum: in Culture, in STEM, in Higher Education. The uniqueness of this book is represented by its breadths and depths of diversity from investigating play and curriculum in an indigenous group in Columbia to play in a New York City Public school and from play and curriculum in a Family Child Care context to the uses of play with college students.
