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This third edition showcases captivating full-color photographs, compelling case studies, engaging activities, and thought-provoking discussion points. Each chapter delves into the theorist and the theory, illustrating their practical applications, strengths, weaknesses, and connections to other theorists. This indispensable resource empowers students to create inclusive learning environments. New to this edition: New chapter on Barbara Rogoff and children in cultural communities | Expanded final section on theorists in the contemporary world, covering vital issues such as mental…mehr
This third edition showcases captivating full-color photographs, compelling case studies, engaging activities, and thought-provoking discussion points. Each chapter delves into the theorist and the theory, illustrating their practical applications, strengths, weaknesses, and connections to other theorists. This indispensable resource empowers students to create inclusive learning environments.
New to this edition:
New chapter on Barbara Rogoff and children in cultural communities
Expanded final section on theorists in the contemporary world, covering vital issues such as mental health, diversity, gender, special educational needs, play, valuing our environments, and artificial intelligence
Updated case studies and examples
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Autorenporträt
Sean MacBlain PhD is a distinguished author and academic whose publications include: MacBlain (Sage, 2021) Children's Learning in Early Childhood; MacBlain (Sage, 2020) Child Development for Teachers; MacBlain, Dunn and Luke (Sage, 2017) Contemporary Childhood; Gray and MacBlain (Sage, 2015) Learning Theories in Childhood; MacBlain, Long and Dunn, (Sage, 2015) Dyslexia, Literacy and Inclusion: Child-centred Perspectives; MacBlain (Sage, 2014) How Children Learn. Sean's publications are used by students, practitioners and academics throughout the world and have been widely translated including into Chinese and Vietnamese. Sean was previously a senior academic at the University of St Mark & St John, Plymouth, England where he held the positions of Research lead for the Centre for Education and Applied Research, Research Lead for the Centre for Professional and Educational Research, Research Coordinator for the School of Education and Deputy Chair of the Ethics Committee. Sean has also worked as a Senior Lecturer in Education and Developmental Psychology at Stranmillis University College, Queen's University Belfast. In addition to this, Sean has worked for over twenty years as an educational psychologist and continues in this field as an independent practitioner.
Inhaltsangabe
Part I: Early Influences John Locke and the Emergence of Empiricism Jean-Jacques Rousseau and the Concept of 'Child' Johann Pestalozzi and the Importance of Nature Friedrich Froebel and the Importance of Play Rachel and Margaret McMillan and Social Reform The Psychodynamic Tradition Rudolf Steiner and the Changing Needs of Children Maria Montessori: The Environment and Learning Part II: Modern Influences John Dewey and Child-centred Education Burrhus Skinner and the Behaviourists Jean Piaget: An Enduring Legacy Lev Vygotsky: Learning and Social Constructivism John Bowlby and Early Attachment ChaAlbert Bandura and Social Learning Theory Urie Bronfenbrenner: Learning in the Wider Context Jerome Bruner and Constructivism Howard Gardner and Theories of Multiple Intelligence Reuven Feuerstein and Instrumental Enrichment Nel Noddings and the Ethics of Care Te Whariki Loris Malaguzzi and Reggio Emilia Carol Dweck and Children's Mindsets Guy Claxton: Building Learning Power Part III: Challenges for Theorists in a Changing World The Realities of Childhood Today Emotional Intelligence How Children Play Learning and the Brain The Emergence of Digital Learning
PART 1 EARLY INFLUENCES John Locke and the Emergence of Empiricism Jean-Jacques Rousseau and the Concept of 'Child' Johann Pestalozzi and the Importance of Nature Friedrich Froebel and the Importance of Play Rachel and Margaret McMillan and Social Reform The Psychodynamic Tradition Rudolf Steiner and the Changing Needs of Children Maria Montessori: The Environment and Learning PART 2 MODERN INFLUENCES John Dewey and Child-centred Education Burrhus Skinner and Behaviourism Jean Piaget: An Enduring Legacy Lev Vygotsky: Learning and Social Constructivism John Bowlby and Early Attachment Albert Bandura and Social Learning Theory Urie Bronfenbrenner: Learning in the Wider Context Jerome Bruner and Constructivism Howard Gardner and Theories of Multiple Intelligence Reuven Feuerstein and Instrumental Enrichment Nel Noddings and the Ethics of Care Te Whariki Loris Malaguzzi and Reggio Emilia Carol Dweck and Children's Mindsets Guy Claxton: Building Learning Power Barbara Rogoff: children as Participants in their Cultural Communities PART 3 CHALLENGES FOR THEORISTS IN A CHANGING WORLD Challenges for Theorists in a Changing World
Part I: Early Influences John Locke and the Emergence of Empiricism Jean-Jacques Rousseau and the Concept of 'Child' Johann Pestalozzi and the Importance of Nature Friedrich Froebel and the Importance of Play Rachel and Margaret McMillan and Social Reform The Psychodynamic Tradition Rudolf Steiner and the Changing Needs of Children Maria Montessori: The Environment and Learning Part II: Modern Influences John Dewey and Child-centred Education Burrhus Skinner and the Behaviourists Jean Piaget: An Enduring Legacy Lev Vygotsky: Learning and Social Constructivism John Bowlby and Early Attachment ChaAlbert Bandura and Social Learning Theory Urie Bronfenbrenner: Learning in the Wider Context Jerome Bruner and Constructivism Howard Gardner and Theories of Multiple Intelligence Reuven Feuerstein and Instrumental Enrichment Nel Noddings and the Ethics of Care Te Whariki Loris Malaguzzi and Reggio Emilia Carol Dweck and Children's Mindsets Guy Claxton: Building Learning Power Part III: Challenges for Theorists in a Changing World The Realities of Childhood Today Emotional Intelligence How Children Play Learning and the Brain The Emergence of Digital Learning
PART 1 EARLY INFLUENCES John Locke and the Emergence of Empiricism Jean-Jacques Rousseau and the Concept of 'Child' Johann Pestalozzi and the Importance of Nature Friedrich Froebel and the Importance of Play Rachel and Margaret McMillan and Social Reform The Psychodynamic Tradition Rudolf Steiner and the Changing Needs of Children Maria Montessori: The Environment and Learning PART 2 MODERN INFLUENCES John Dewey and Child-centred Education Burrhus Skinner and Behaviourism Jean Piaget: An Enduring Legacy Lev Vygotsky: Learning and Social Constructivism John Bowlby and Early Attachment Albert Bandura and Social Learning Theory Urie Bronfenbrenner: Learning in the Wider Context Jerome Bruner and Constructivism Howard Gardner and Theories of Multiple Intelligence Reuven Feuerstein and Instrumental Enrichment Nel Noddings and the Ethics of Care Te Whariki Loris Malaguzzi and Reggio Emilia Carol Dweck and Children's Mindsets Guy Claxton: Building Learning Power Barbara Rogoff: children as Participants in their Cultural Communities PART 3 CHALLENGES FOR THEORISTS IN A CHANGING WORLD Challenges for Theorists in a Changing World
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