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001448950 001__ 1448950
001448950 003__ OCoLC
001448950 005__ 20230310004335.0
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001448950 020__ $$a9783031057472$$q(electronic bk.)
001448950 020__ $$a3031057473$$q(electronic bk.)
001448950 020__ $$z9783031057465
001448950 020__ $$z3031057465
001448950 0247_ $$a10.1007/978-3-031-05747-2$$2doi
001448950 035__ $$aSP(OCoLC)1342442958
001448950 040__ $$aGW5XE$$beng$$erda$$epn$$cGW5XE$$dEBLCP$$dN$T$$dBRX$$dOCLCF$$dOCLCQ
001448950 049__ $$aISEA
001448950 050_4 $$aBF713
001448950 08204 $$a155$$223/eng/20220826
001448950 24500 $$aPiaget and Vygotsky in XXI century :$$bdiscourse in early childhood education /$$cNikolay Veraksa, Ingrid Pramling Samuelsson, editors.
001448950 264_1 $$aCham :$$bSpringer,$$c2022.
001448950 300__ $$a1 online resource :$$billustrations (black and white, and color).
001448950 336__ $$atext$$btxt$$2rdacontent
001448950 337__ $$acomputer$$bc$$2rdamedia
001448950 338__ $$aonline resource$$bcr$$2rdacarrier
001448950 4901_ $$aEarly childhood research and education ;$$vvolume 4
001448950 5050_ $$a1. Introduction -- 2. Vygotsky's Theory Culture as a Prerequisite for Education -- 3. Learning and development in a designed world -- 4. Dialectical thinking -- 5. Social representations of play Piaget, Vygotsky and beyond -- 6. Childrens perspectives informing theories and Nordic preschool practice -- 7. Preschool childrens pretend play viewed from a Vygotskyan and a Piagetian perspective -- 8. Piaget and Vygotsky powerful inspirators for todays students in early education -- 9. Constructivism and social constructivism in the study of relationship -- 10. Piaget and Vygotskys play theories The profile of Twenty-First-Century evidence.
001448950 506__ $$aAccess limited to authorized users.
001448950 520__ $$aThe book provides a comprehensive analyses of Vygotskys and Piagets theories implementation in modern preschool education.It analyzes the problem of the relationship between the natural and the cultural in the context of Vygotsky and Jean Piaget theories. Their discourses complemented each other: whereas Vygotsky developed his theory in the direction from society (culture) to the individual child, Piagets movement was the opposite: from individual child to society. These two approaches confront modern world with the need to analyze the problem of childhood: is childhood a period of cultural exploration or is it a special form of relationship in which both the egocentrism and consciousness of the child, and the egocentrism and consciousness of culture are represented? Readers will gain insight into the methodology that makes possible to unite up-to-date views based on Vygotsky and Piaget theories on child development and education.
001448950 588__ $$aDescription based on print version record.
001448950 60010 $$aPiaget, Jean,$$d1896-1980$$1https://isni.org/isni/0000000120959583
001448950 60010 $$aVygotskiĭ, L. S.$$q(Lev Semenovich),$$d1896-1934.
001448950 650_0 $$aDevelopmental psychology.
001448950 650_0 $$aEducational psychology.
001448950 650_0 $$aChild development.
001448950 655_0 $$aElectronic books.
001448950 7001_ $$aVeraksa, N. E.$$q(Nikolaĭ Evgenʹevich),$$d1946-$$eeditor.$$1https://isni.org/isni/0000000486402982
001448950 7001_ $$aPramling Samuelsson, Ingrid,$$eeditor.$$1https://isni.org/isni/0000000118876690
001448950 77608 $$iPrint version:$$tPiaget and Vygotsky in XXI century.$$dCham : Springer, 2022$$z9783031057465$$w(OCoLC)1338676499
001448950 830_0 $$aEarly childhood research and education ;$$vv. 4.
001448950 852__ $$bebk
001448950 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-05747-2$$zOnline Access$$91397441.1
001448950 909CO $$ooai:library.usi.edu:1448950$$pGLOBAL_SET
001448950 980__ $$aBIB
001448950 980__ $$aEBOOK
001448950 982__ $$aEbook
001448950 983__ $$aOnline
001448950 994__ $$a92$$bISE