Abstract
| Language | English |
|---|---|
| Title of host publication | International Handbook of Early Childhood Education |
| Editors | Marilyn Fleer, Bert van Oers |
| Publisher | Springer |
| Pages | 47-76 |
| Number of pages | 30 |
| Volume | 1 |
| ISBN (Electronic) | 9789402409277 |
| ISBN (Print) | 9789402409253 |
| State | Published - 2018 |
Keywords
- Early childhood
- Play
- Learning
- Development
- Cultural-historical theory
- Activity theory
Cite this
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Cultural-Historical and Activity Theories Informing Early Childhood Education. / Fleer, Marilyn; Veresov, Nikolay.
International Handbook of Early Childhood Education. ed. / Marilyn Fleer; Bert van Oers. Vol. 1 Springer, 2018. p. 47-76.Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review
TY - CHAP
T1 - Cultural-Historical and Activity Theories Informing Early Childhood Education
AU - Fleer,Marilyn
AU - Veresov,Nikolay
PY - 2018
Y1 - 2018
N2 - There are many theories that have informed early childhood education,including cultural-historical and activity theories. In this chapter, we present a discussion of cultural-historical and activity theories, beginning with the foundational logic that has informed both these theories – dialectical logic. We focus our discussion specifically on play and learning because this is the period of development being addressed by this handbook. Beginning with the original conception of play,learning and development proposed by Vygotsky, this chapter moves forward to the contemporary context of early childhood education, where we specifically illustrate key concepts from cultural-historical and activity theories through the research and theoretical writing of leading early childhood scholars. Cultural-historical concepts have been extensively used in the contemporary literature, as foundational for the key themes of: Play pedagogy; Pedagogical models that support the development of play; Play from the perspective of children; and Digital play. Together, these point to how cultural-historical concepts have been used by scholars to inform their work,as well as setting out the challenges and future directions in early childhood education.
AB - There are many theories that have informed early childhood education,including cultural-historical and activity theories. In this chapter, we present a discussion of cultural-historical and activity theories, beginning with the foundational logic that has informed both these theories – dialectical logic. We focus our discussion specifically on play and learning because this is the period of development being addressed by this handbook. Beginning with the original conception of play,learning and development proposed by Vygotsky, this chapter moves forward to the contemporary context of early childhood education, where we specifically illustrate key concepts from cultural-historical and activity theories through the research and theoretical writing of leading early childhood scholars. Cultural-historical concepts have been extensively used in the contemporary literature, as foundational for the key themes of: Play pedagogy; Pedagogical models that support the development of play; Play from the perspective of children; and Digital play. Together, these point to how cultural-historical concepts have been used by scholars to inform their work,as well as setting out the challenges and future directions in early childhood education.
KW - Early childhood
KW - Play
KW - Learning
KW - Development
KW - Cultural-historical theory
KW - Activity theory
M3 - Chapter (Book)
SN - 9789402409253
VL - 1
SP - 47
EP - 76
BT - International Handbook of Early Childhood Education
PB - Springer
ER -