Motives in Children's Development: Cultural-Historical Approaches (Hardback)
  • Motives in Children's Development: Cultural-Historical Approaches (Hardback)
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Motives in Children's Development: Cultural-Historical Approaches (Hardback)

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£72.00
Hardback 240 Pages / Published: 31/10/2011
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The contributors to this collection employ the analytic resources of cultural-historical theory to examine the relationship between childhood and children's development under different societal conditions. In particular they attend to relationships between development, emotions, motives and identities, and the social practices in which children and young people may be learners. These practices are knowledge-laden, imbued with cultural values and emotionally freighted by those who already act in them. The book first discusses the organising principles that underpin a cultural-historical understanding of motives, development and learning. The second section foregrounds children's lives to exemplify the implications of these ideas as they are played out - examining how children are positioned as learners in pre-school, primary school and play environments. The final section uses the core ideas to look at the implementation of policy aimed at enhancing children's engagement with opportunities for learning, by discussing motives in the organisations that shape children's development.

Publisher: Cambridge University Press
ISBN: 9780521767422
Number of pages: 240
Weight: 490 g
Dimensions: 229 x 152 x 14 mm


MEDIA REVIEWS
"Motives in Children's Development is devoted to the important yet insufficiently explored topic of motivation and emotion in childhood development. This volume makes important steps forward in developing and elaborating a theoretical framework that shifts the unit of analysis in psychology away from the individual toward social interactions and relationships between children and their social world." - Anne Stetsenko, The Graduate Center of the City of New York
"...Hedegaard (psychology, Univ. of Copenhagen, Denmark), Edwards (education, Oxford Univ., UK), and Fleer (education, Monash Univ., Australia) have edited a collection of papers dealing with a topic rarely touched on in the US.... This collection will be of more interest to theorists of education..." --J. Mercer, emerita, Richard, Stockton College, CHOICE

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