Соммер Д., Прамлинг Самуэльссон И., Хундейде К. Раннее воспитание и образование: личностно-ориентированная парадигма
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Соммер Д., Прамлинг Самуэльссон И., Хундейде К. Раннее воспитание и образование: личностно-ориентированная парадигма // Современное дошкольное образование. Теория и практика. – 2015. – №6. – С.68–79.
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Аннотация
Из исследований мы знаем, что ни одна программа раннего образования не может претендовать на абсолютное превосходство над остальными (National Research Council, 2001). Тем не менее, стремление найти универсальную программу, способную решить все проблемы и задачи, стоящие перед педагогическим сообществом, и предоставить качественное дошкольное образование детям всегда оставалось неизменным. В основу принципов современного раннего образования, придающего центральное значение взглядам и интересам самих детей, заложена Конвенция ООН о правах ребенка. В этой теоретической статье мы рассмотрим ключевые аспекты личностно-ориентированного подхода к раннему образованию, различия между понятиями «мировосприятие ребенка» и «детское мировосприятие», а также взаимосвязь между ранним воспитанием и образованием. Семья и дошкольное учреждение являются двумя ключевыми контекстами, в которых формируется ранний опыт ребенка, поэтому и родители, и воспитатели должны быть открытыми к диалогу с ребенком, проявлять по отношению к нему максимум внимания и эмпатии, стремиться понять его мировосприятие. Не отстаивая преимуществ какой-либо конкретной учебной программы, мы намерены обратить внимание на некоторые важные аспекты раннего воспитания и образования.
Литература
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2. Braten, S. 1999. Kommunikasjon og samspill – fra fшdsel til alderdom (Communication and Interplay from Birth to Old Age). Oslo: Tano-Aschehoug.
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29. Pramling Samuelsson, I. 2011. Utvecklings pedagogik. (Developmental pedagogics) IM. Jensen(red.). Lдrandetsgrunder: teorierochperspektiv (The Basics of Learning: Theories and Perspective). Lund: Studentlitteratur.
30. Pramling Samuelsson, I., and M. Asplund Carlsson. 2008. «The Playing Learning Child: Towards a Pedagogy of Early Childhood.» Scandinavian Journal of Educational Research 52 (6): 623–641.
31. Pramling Samuelsson, I., M. Asplund Carlsson, B. Olsson et al. 2008. Konstenatt lдra barn estetik (The Art of Teaching Children Aesthetics). Stockholm: Norstedts Akademiska Fцrlag.
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33. Prout, A. 2005. The Future of Childhood: Towards the Interdisciplinary Study of Children.London: Routledge Falmer.
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35. Rogoff, B. 1990. Apprenticeship in Thinking: Cognitive Development in Social Context.New York: Oxford University Press.
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37. Rye, H. 2003. Tidelig hjelp til bedre samspill (Early Help for Better Interaction). Oslo:Gyldendal.
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40. Stern, D. 1985. The Interpersonal World of the Child. New York: Basic Books.
41. Stern, D. 1995. Moderskapskonstellation (Motherhood Constellation). Stockholm: Natur and Kultur.
42. Trevarthen, C. 1992. «An Infant’s Motive for Speaking and Thinking in the Culture.» In The Dialogue Alternative, edited by A. HeenWold, 99–137. Oslo: Scandinavian University Press.
43. UN. 1989. Convention on the Rights of the Child. http://www2.ohchr.org/english/law/crc.htm
44. UNESCO. 2008. Overcoming Inequality: Why Governance Matters, Education For All Monitoring Report. Oxford: Oxford University Press.
45. Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes.Cambridge, MA: Harvard University Press.
46. Wallerstedt, C., and N. Pramling. 2011. «Mind the Step: Representation and the Trajectory of a Circle-dance Project with 6-8-year-old Children.» In Educational Encounters: Nordic Studies in Early Childhood Didactics, edited by N. Pramling and I. Pramling Samuelsson, 191–223. Dordrecht, the Netherlands: Springer.
47. Wallerstedt, C., N. Pramling, and I. Pramling Samuelsson. 2011. «Embodied Voices and Voicing Embodied Knowing: Accessing and Developing Young Children’s Aesthetic Movement Skills.» In Voices of Infants and Toddlers: International Research with our Youngest, edited by E. Johansson and J. White, 87–107. Dordrecht, the Netherlands: Springer.
48. Wood, D. 1998. How Children Think and Learn. Cambridge, MA: Harvard University Press.
49. Wood, D., J. S. Bruner, and G. Ross. 1976. «The Role of Tutoring in Problem-solving.» Journal of Child Psychology and Psychiatry 17: 89–100.
2. Braten, S. 1999. Kommunikasjon og samspill – fra fшdsel til alderdom (Communication and Interplay from Birth to Old Age). Oslo: Tano-Aschehoug.
3. Bronfenbrenner, U. 1979. The Ecology of Human Development: Experiments by Nature and Design. Cambridge: Harvard University Press.
4. Bruner, J. 1990. «The Transactional Self.» In Making Sense, edited by J. Bruner and H. Haste. London: Routledge.
5. Clarke-Stewart, A., and V. D. Allhusen. 2005. What We Know About Child Care. Cambridge, MA: Harvard University Press.
6. Curtis, W. J., and C. A. Nelson. 2003. «Toward Building a Better Brain.» In Resilience andVulnerability, edited by S. S. Luthar, 463–488. Cambridge: Cambridge University Press.
7. Dencik, et al. 1988. Barnens tvе vдrlder (The Child’s Two Worlds). Stockholm: ESSELTE Studium.
8. Doverborg, E., and I. Pramling Samuelsson. 1999. «Apple Cutting and Creativity as a Mathematical Beginning.» Kindergarten Education: Theory, Research and Practice 4 (2):87–103.
9. Doverborg, E., and I. Pramling Samuelsson. 2000. Att fцrstе barns tankar: Metodik fцr barnintervjuer (Understanding Children‘s Thoughts: A Method for Interviewing Children) (3:arev. uppl ed.). Stockholm: Liber Utbildningsfцrlag.
10. Doverborg, E., and I. Pramling Samuelsson. 2011. «Early Mathematics in the Preschool Context.» In Educational Encounters: Nordic Studies in Early Childhood Didactics, edited by N. Pramling and I. Pramling Samuelsson, 37–65. Dordrecht, the Netherlands: Springer.
11. Elkind, D. 2003. «Thanks for the Memory: The Lasting Value of True Play.» Young Children 58(3): 46–51.
12. Field, T. M. 1990. Infancy. Cambridge, MA: Harvard University Press.
13. Gelman, R., and C. Gallistel. 1978. The Child‘s Understanding of Number. Cambridge, MA: Harvard University Press.
14. Greenfield, P. A. 2006. «Cultural Pathways through Human Development.» In Handbook of Child Psychology, edited by W. D. Damon and R. M. Lerner, 655–699, vol. 4: Child Psychology on Practice. New York: Wiley and Sons.
15. Hoffman, M. 2000. Empathy and Moral Development. New York: Cambridge University Press.
16. Hundeide, K. 2000. Ledet samspill fra spedbarn til skolealder (Guided Interaction from Infancy to School Age). Asker: VettogViten.
17. Hundeide, K. 2006. Sociokulturella ramar fцr barns utveckling: barns livsvдrldar (Socoiocultural Frameworks for Children‘s Development: Children‘s Lifeworlds). Lund:Studentlitteratur.
18. James, A., C. Jenks, and A. Prout. 1998. Theorizing Childhood. New York: Teachers College,Columbia University.
19. Klein, P., and K. Hundeide, eds. 1995. Early Intervention: A Mediational Approach on the Cross Cultural Application of the MISC Program. New York: Garland.
20. Lewis, A., and G. Lindsay, eds. 2000. Researching Children‘s Perspectives. Buckingham: OpenUniversity Press.
21. Marcon, R. A. 2001. «Moving up the Grades: Relationship between Preschool Model and LaterSchool Success.» Early Childhood Research and Practice, 4(1), http://ecrp.uiuc.edu/v4n1/index.html
22. Marton, F., A. Tsui, P. Chik et al. eds. 2004. Classroom Discourse and the Space of Learning. Mahwah, NJ: Lawrence Erlbaum.
23. Moghaddam, F. M., and C. J. Riley. 2005. «Towards a Cultural Theory of Rights and Duties inHuman Development.» In The Psychology of Rights and Duties: Empirical Contributions and Normative Commentaries, edited by N. Finkel, and F. M. Moghaddam, 75–105.Washington, DC: APA Press.
24. National Research Council. 2001. Eager to Learn: Educating our Preschoolers. Washington:National Academy Press.
25. NICHD Early Child Care Research Network. 2005. Child Care and Children‘s Development: Results from the NICHD Study of Early Child Care and Youth Development. New York: Guilford Press.
26. Pramling, I. 1983. The Child‘s Conception of Learning. Gцteborg: Acta Universitatis Gotho-
burgensis.
27. Pramling, I. 1991. «Learning about ‘the Shop’: An Approach to Learning in Preschool.» Early Childhood Research Quarterly 6: 151–166.
28. Pramling, N., and I. Pramling Samuelsson, eds. 2011. Educational Encounters: Nordic Studies in Early Childhood Didactics. Dordrecht, the Netherlands: Springer.
29. Pramling Samuelsson, I. 2011. Utvecklings pedagogik. (Developmental pedagogics) IM. Jensen(red.). Lдrandetsgrunder: teorierochperspektiv (The Basics of Learning: Theories and Perspective). Lund: Studentlitteratur.
30. Pramling Samuelsson, I., and M. Asplund Carlsson. 2008. «The Playing Learning Child: Towards a Pedagogy of Early Childhood.» Scandinavian Journal of Educational Research 52 (6): 623–641.
31. Pramling Samuelsson, I., M. Asplund Carlsson, B. Olsson et al. 2008. Konstenatt lдra barn estetik (The Art of Teaching Children Aesthetics). Stockholm: Norstedts Akademiska Fцrlag.
32. Pramling Samuelsson, I., and M. Fleer, eds. 2008. Play and Learning in Early Childhood Settings: International Perspectives. New York: Springer.
33. Prout, A. 2005. The Future of Childhood: Towards the Interdisciplinary Study of Children.London: Routledge Falmer.
34. Qvortrup, J., W. A. Corsaro, and M.-S. Honig, eds. 2009. The Palgrave Handbook of Childhood Studies. Basingstoke: Palgrave Macmillan.
35. Rogoff, B. 1990. Apprenticeship in Thinking: Cognitive Development in Social Context.New York: Oxford University Press.
36. Rogoff, B. 2004. The Cultural Nature of Child Development. Cambridge: Cambridge UniversityPress.
37. Rye, H. 2003. Tidelig hjelp til bedre samspill (Early Help for Better Interaction). Oslo:Gyldendal.
38. Sommer, D. 2012. A Childhood Psychology: Young Children in Changing Times. Basingstoke:Palgrave Macmillan.
39. Sommer, D., I. Pramling Samuelsson, and K. Hundeide. 2010. Child Perspectives and Children‘s Perspectives in Theory and Practice. London: Springer Science.
40. Stern, D. 1985. The Interpersonal World of the Child. New York: Basic Books.
41. Stern, D. 1995. Moderskapskonstellation (Motherhood Constellation). Stockholm: Natur and Kultur.
42. Trevarthen, C. 1992. «An Infant’s Motive for Speaking and Thinking in the Culture.» In The Dialogue Alternative, edited by A. HeenWold, 99–137. Oslo: Scandinavian University Press.
43. UN. 1989. Convention on the Rights of the Child. http://www2.ohchr.org/english/law/crc.htm
44. UNESCO. 2008. Overcoming Inequality: Why Governance Matters, Education For All Monitoring Report. Oxford: Oxford University Press.
45. Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes.Cambridge, MA: Harvard University Press.
46. Wallerstedt, C., and N. Pramling. 2011. «Mind the Step: Representation and the Trajectory of a Circle-dance Project with 6-8-year-old Children.» In Educational Encounters: Nordic Studies in Early Childhood Didactics, edited by N. Pramling and I. Pramling Samuelsson, 191–223. Dordrecht, the Netherlands: Springer.
47. Wallerstedt, C., N. Pramling, and I. Pramling Samuelsson. 2011. «Embodied Voices and Voicing Embodied Knowing: Accessing and Developing Young Children’s Aesthetic Movement Skills.» In Voices of Infants and Toddlers: International Research with our Youngest, edited by E. Johansson and J. White, 87–107. Dordrecht, the Netherlands: Springer.
48. Wood, D. 1998. How Children Think and Learn. Cambridge, MA: Harvard University Press.
49. Wood, D., J. S. Bruner, and G. Ross. 1976. «The Role of Tutoring in Problem-solving.» Journal of Child Psychology and Psychiatry 17: 89–100.
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