| Learning Relationships in the Classroom Contributor(s): Faulkner, Dorothy (Editor), Littleton, Karen (Editor), Woodhead, Martin (Editor) |
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ISBN: 0415173736 ISBN-13: 9780415173735 Publisher: Routledge OUR PRICE: $59.80 Product Type: Paperback - Other Formats Published: September 1998 Annotation: This study develops theoretical explanations of teaching and learning which take into account the many social contexts in which children learn, and is grounded in the realization that the conventional, Piagetian and cognitive accounts current in the 1960s and 1970s have not sufficiently attended to the nature of children's social relationships. Chapters look at the process of creating and maintaining peer cultures, with particular emphasis on the issues of peer rejection and bullying; the growing importance of children's friendships; and the way individual and cultural differences affect children's social participation and their sense of self. Next scholars explore adolescent development, incorporating perspectives from both psychology and sociology. The concluding re-examination of cultural concepts of childhood, child development and the nature of children's autonomy will set a new course for the study of teaching and learning in the future. |
| Additional Information |
| BISAC Categories: - Education | Teaching Methods & Materials - General |
| Dewey: 371.102 |
| LCCN: 98013944 |
| Series: Child Development in Families, Schools and Society |
| Physical Information: 0.97" H x 6.18" W x 9.14" (1.26 lbs) 330 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: This reader explores the nature of interactions between children and their teachers in the classroom. It emphasises the importance of such relationships for children's learning and for educational practice. Part 1 looks at different cultural conceptions of the teacher-learner relationship, and how this relates to schooling, cognitive development and the aquisition of knowledge. Part 2 takes a closer look at the role of language and dialogue in interactions between adults and children in classrooms. Part 3 describes research by developmental psychologists on peer interaction and collaborative learning, and discusses how it has advanced our understanding of how children learn from each other. Part 4 considers the implications of classroom-based collaborative learning initiatives and the potential for creating 'communities of enquiry' which change how we think about knowledge acquisition. |