Learning and child development : a cultural-historical study / Mariane Hedegaard.

Format:

Book

Author/Creator:

Hedegaard, Mariane.

Language:

English

Subjects (All):

Learning, Psychology of.

Teaching.

Child development.

Physical Description:

250 pages : illustrations ; 24 cm

Place of Publication:

Aahus ; Oakville, Conn. : Aahus University Press, 2002.

Contents:

Aim of the book 11

Aim of the project 12

Contextual levels in the analyses of school children's psychic development 13

The history of mankind

Tool use and practice 13

Society and culture as conditions for school children's development 14

Cultural practice in school and personality development 16

Analyses of development of psychological functions and skills 17

Children's conceptual thinking and motive development 20

Teaching activity and analyses of the learning activity of three children 21

Chapter 2 The significance of societal forms of knowledge and thinking for children's concept formation and thinking

The anchoring of knowledge in societal practice 22

Societal knowledge and personal cognition 23

Societal forms of knowledge 24

Empirical knowledge and paradigmatic thinking methods 27

Narrative knowledge and thinking methods 28

Theoretical knowledge and thinking methods 30

The significance of the different kinds of knowledge for school teaching 33

Children's appropriation of subject-matter knowledge and its transformation into personal cognition and concepts 36

Pre-school children's appropriation of the preconditions for theoretical knowledge 37

Subject-matter knowledge and its consequence for personal everyday concept formation and thinking modes 40

Knowledge forms, everyday cognition and education 42

Chapter 3 Thinking in a socio-cultural and historical perspective

Localisation of thinking: In the mind or in social practice? 44

Thinking as a socio-cultural practice 46

Localisation of thinking as a function in a social context 46

Thinking as interaction within cultural practice traditions 49

The dialectical relation between forms of cultural practice and personal thinking modes 51

Content and procedures of thinking

children's learning of thinking modes 53

Chapter 4 Goals, motives, motivation and cognition

The relationship between human needs and motives 56

Goals and formation of motives 58

Motive, cognition and formation of personality 59

Motives, and the child's cognition of motives 61

Motivation creates motives and motives create motivation 63

Dominant motives, meaning-giving motives and stimulating motives 63

Mastery motivation and achievement motivation 65

How does the teacher create motivation in the classroom? 66

Motivation contributes to the development of pupils' motives 67

Chapter 5 Learning, development and social practice

School age as a specific stage in child development 69

Apprenticeship learning and teaching 70

Learning activity and theoretical thinking 73

The object of learning 74

Teaching theoretical knowledge 75

Learning and development 76

Combining situated learning and thinking with theoretical learning and thinking

'The Double Move' in teaching 78

Chapter 6 The principles for conducting 'The Double Move' in teaching: Exemplified by a teaching experiment in the subject of history

The zone of proximal development as a principle of learning 80

The teaching design: The educational experiment 81

Didactics of the teaching experiment 82

Formulation of problems that involves the central conceptual relations of the subject-matter area 83

Content analyses and formulation of germ-cell/core models 83

Analogy to research methodology 87

Phases in the teaching 89

Social interaction, communication and cooperation between children 91

The case study method 93

Observation of three children 94

The children in the class and the reasons for selecting the cases 95

The children's concepts of evolution and the origins of human, as revealed through an interview study 96

Categories of interpretation for the case analyses 99

Chapter 8 Cecilie's learning activity in the fourth grade

Objectives and description categories 101

Problem formulation phase 102

Model formulation phase 105

Model extension phase 110

Model variation phase 115

Construction and evaluation phase 120

Conclusion on Cecilie's development of motives, thinking and concept formation in the fourth grade 123

Motive formation and cooperation 123

Thinking and concept formation 124

Chapter 9 Loke's learning activity in the fourth grade

Problem formulation phase 126

Model formulation phase 128

Model extension phase 131

Model variation phase 137

Construction and evaluation phase 139

Conclusion on Loke's development of motives, thinking and concept formation in the fourth grade 142

Motive formation 142

Thinking and concept formation 142

Chapter 10 Cecilie in the fifth grade

greater independence

Problem formulation phase 145

Model formulation phase: Model use for the Viking age 151

Model extension phase for the Middle Ages: Focus on the concept of society 156

Communicating with other children on the conceptualising of change in society 162

The numerous activities relating to the evaluation and extension of the model 167

Using the historical model of society to go beyond the study of history 173

Conclusion on Cecilie's development of motives, thinking and concept formation in the fifth grade 178

Motive formation 178

Thinking and concept formation 179

Chapter 11 Morten's learning activity in the fifth grade

The phases of problem formulation and model use 181

Model extension phase for the Middle Ages: Focus on the concept of society 188

Communicating with other children on the conceptualisation of change in society 192

The numerous activities relating to the evaluation and extension of the model 196

Using the historical model of society to go beyond the study of history 200

Conclusion on Morten's development of motives, thinking and concept formation in the fifth grade 207

Motive formation 207

Thinking and concept formation 208

Chapter 12 Thinking, the formation of concepts and motives as socioculturally based facets of personality

The aims of this chapter 210

Traditions of subject methodology and their influence on children's thinking strategies 211

Cecilie's, Loke's and Morten's personalisation of certain methods of the subject of history 213

How subject-related methods become personal thinking strategies and lead to changes in the children's conceptual models 215

Cecilie's, Loke's and Morten's conceptual understanding and model development 216

Each child's motives create individuality in his or her development 218

A comparison of Cecilie's, Lokes and Morten's motive development 219

Societal and cultural practice as a basis for children's appropriation of personal thinking modes, concepts and motives 223.

Notes:

Includes bibliographical references (pages [237]-247) and index.

ISBN:

8772889209

OCLC:

50037034