Martin Woodhead – författare

The first volume of readings for the Child Development in Social Context series concentrates on the imporatnce of social relationships in the young child''s life. Early readings summarise recent research on childres''s emotional attachments. But relationships are also the context of much of their early play and learning. There are readings to illustrate how parents ''frame'' , guide and ''scaffold'' young children''s development, with special reference to the way childfren are intiated into using language as a tool for learning. The cross- cultural dimension of early development is a particular focus of this volume, which concludes with readings on the construction of personal identity. First published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.

The first volume of readings for the Child Development in Social Context series concentrates on the imporatnce of social relationships in the young child''s life. Early readings summarise recent research on childres''s emotional attachments. But relationships are also the context of much of their early play and learning. There are readings to illustrate how parents ''frame'' , guide and ''scaffold'' young children''s development, with special reference to the way childfren are intiated into using language as a tool for learning. The cross- cultural dimension of early development is a particular focus of this volume, which concludes with readings on the construction of personal identity. First published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.

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.

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.

The final reader in the Child Development in Social Context series shows how the study of child development is inevitably bound up in more ephemeral cultural ideas about the nature and needs of children and in the educational practices that rise from these ideas. Some readings point to the dangers which can arise from the meeting of science and cultural values, using for illustration studies of the role of psychological theory in reinforcing social attitudes to child care inside and outside the family. Other readings look at children''s initiation into that relatively recent cultural invention, the school, and the relationship with their learning at home. There are studies of their social development in classroom and playground, with particular emphasis on ethnic relationships.

The final reader in the Child Development in Social Context series shows how the study of child development is inevitably bound up in more ephemeral cultural ideas about the nature and needs of children and in the educational practices that rise from these ideas. Some readings point to the dangers which can arise from the meeting of science and cultural values, using for illustration studies of the role of psychological theory in reinforcing social attitudes to child care inside and outside the family. Other readings look at children''s initiation into that relatively recent cultural invention, the school, and the relationship with their learning at home. There are studies of their social development in classroom and playground, with particular emphasis on ethnic relationships.