Articoli correlati a Development and Learning of Young Children with Disabilities...

Development and Learning of Young Children with Disabilities: A Vygotskian Perspective: 13 - Brossura

Libro 20 di 41: International Perspectives on Early Childhood Education and Development

Bøttcher, Louise; Dammeyer, Jesper

 
9783319818207: Development and Learning of Young Children with Disabilities: A Vygotskian Perspective: 13
Brossura
ISBN 10: 3319818201 ISBN 13: 9783319818207
Casa editrice: Springer, 2018

Sinossi

This book introduces current theories and research on disability, and builds on the premise that disability has to be understood from the dialectical dynamics of biology, psychology, and culture over time. Based on the newest empirical research on children with disabilities, the book overcomes the limitations of the medical and social models of disability by arguing for a dialectical biopsychosocial model. The proposed model builds on Vygotsky’s cultural-historical ideas of developmental incongruence, implying that the disability emerges from the misfit between individual abilities and the cultural-historical activity settings in which the child with impairments participates. The book is a theoretical contribution to an updated understanding of disability from a psychological and educational perspective. It focuses on the first years of the life of the child with impairment, and travels through infancy, toddler, preschool and early school age, to track the developmental trajectories ofdisability through the dialectical processes of cultural, social, individual, and biological processes. It discusses a number of themes that are relevant for the early development and support for children with various types and degrees of disability through the lens of Vygotsky’s cultural-historical developmental theories. Some of the themes discussed are inclusion, mental health, communication, aids and family life.

Le informazioni nella sezione "Riassunto" possono far riferimento a edizioni diverse di questo titolo.

Dalla quarta di copertina

This book introduces current theories and research on disability, and builds on the premise that disability has to be understood from the dialectical dynamics of biology, psychology, and culture over time. Based on the newest empirical research on children with disabilities, the book overcomes the limitations of the medical and social models of disability by arguing for a dialectical biopsychosocial model. The proposed model builds on Vygotsky’s cultural-historical ideas of developmental incongruence, implying that the disability emerges from the misfit between individual abilities and the cultural-historical activity settings in which the child with impairments participates. The book is a theoretical contribution to an updated understanding of disability from a psychological and educational perspective. It focuses on the first years of the life of the child with impairment, and travels through infancy, toddler, preschool and early school age, to track the developmental trajectories of disability through the dialectical processes of cultural, social, individual, and biological processes. It discusses a number of themes that are relevant for the early development and support for children with various types and degrees of disability through the lens of Vygotsky’s cultural-historical developmental theories. Some of the themes discussed are inclusion, mental health, communication, aids and family life.

Le informazioni nella sezione "Su questo libro" possono far riferimento a edizioni diverse di questo titolo.

Editore
Springer
Data di pubblicazione
2018
Lingua
Inglese
ISBN 10 
3319818201
ISBN 13 
9783319818207
Rilegatura
Copertina flessibile
Numero di pagine
228
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