Вонг П.Л. Культурно-историческая модель для понимания и содействия развитию детей
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Вонг П.Л. Культурно-историческая модель для понимания и содействия развитию детей // Современное дошкольное образование. Теория и практика. – 2017. – №4. – С.50–62.
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Аннотация
Родители и педагоги стремятся оптимальным способом помочь детям развиваться. Принимая во внимание все разнообразие ценностей, принципов и методов работы среди динамичного современного населения, важно понимать все аспекты, которые влияют на развитие детей в сообществах. Взгляд через культурно-историческую призму способствует такому целостному пониманию. В данной статье представлена модель, которая была разработана на основе культурно-исторической теории, и показано ее применение в рамках научного исследования трех эмигрантских семей из Гонконга, проживающих в Австралии. Данная модель обеспечивает отслеживаемое представление интерактивных динамических процессов, а также влияет на развитие детей. В статье предлагается шаблон целостного анализа процессов развития ребенка, а также методические рекомендации по эффективной семейной педагогике.
Литература
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2. Bozhovich, L. I. 2004. “Developmental Phases of Personality Formation in Childhood (II).” Journal of Russian and East European Psychology 42 (4): 55–70.
3. Bozhovich, L. I. 2009. “The Social Situation of Child Development.” Journal of Russian and East European Psychology 47 (4): 59–86.
4. Bronfenbrenner, U. 1979. The Ecology of Human Development: Experiments by Nature and Design. Cambridge: Harvard University Press.
5. Charlesworth, R. 2011. Understanding Child Development. 8th ed. Belmont, CA : Wadsworth, Cengage Learning.
6. Chudnovskii, V. E. 2009. “L.I. Bozhovich as a Person, a Personality, and a Scholar.” Journal of Russian and East European Psychology 47 (4): 3–27.
7. Daniels, H. 2001. Vygotsky and Pedagogy. London: Routledge.
8. Daniels, H. 2008. Vygotsky and Research. London: Routledge.
9. Edwards, A. 2011. “Building Common Knowledge at Boundaries between Professional Practices.” International Journal of Educational Research 50 (1): 33–39.
10. Edwards, A. 2012. “Expertise in the Children’s Workforce: Knowledge and Motivation in Engagement with Children.” In Motives in Children’s Development, edited by M. Hedegaard, A. Edwards, and M. Fleer, 173–190. Cambridge: Cambridge University Press.
11. Fleer, M. 2010. Early Learning and Development: Cultural–historical Concepts in Play. Melbourne: Cambridge University Press.
12. Guo, K. 2006. “Raising Children in Chinese Immigrant Families: Evidence from the Research Literature.” Australian Journal of Early Childhood 31 (2): 7–13.
13. Hedegaard, M. 2005. “Strategies for Dealing with Conflicts in Value Positions between Home and School: Influences on Ethnic Minority Students’ Development of Motives and Identity.” Culture Psychology 11 (2): 187–205.
14. Hedegaard, M. 2009. “Children’s Development from a Cultural–historical Approach: Children’s Activity in Everyday Local Settings as Foundation for Their Development.” Mind, Culture, and Activity 16 (1): 64–82.
15. John-Steiner, V., and H. Mahn. 1996. “Sociocultural Approaches to Learning and Development: A Vygotskian Framework.” Educational Psychologist 31 (3/4): 191–206.
16. Kravtsova, E. E. 2006. “The Concept of Age-specific New Psychological Formations in Contemporary Developmental Psychology.” Journal of Russian and East European Psychology 44 (6): 6–18.
17. Lau, S., and P. C. Cheung. 1987. “Relations between Chinese Adolescents’ Perception of Parental Control and Organization and Their Perception of Parental Warmth.” Developmental Psychology 23: 726–729.
18. Lindon, J. 2010. Understanding Child Development: Linking Theory and Practice. 2nd edn. London: Hodder Education.
19. Lubovsky, D. V. 2009. “The Concept of Internal Position.” Journal of Russian and East European Psychology 47 (4): 87–96.
20. Lyle, J. 2003. “Stimulated Recall: A Report on its Use in Naturalistic Research.” British Educational Research Journal, 29 (6): 861–878.
21. Minick, N. 1987. “The Development of Vygotsky’s Thought: An Introduction.” In The Collected Works of L. S. Vygotsky: Problems of General Psychology, edited by N. Minick, 17–38. New York: Plenum Press.
22. Nasir, N. S., and V. M. Hand. 2006. “Exploring Sociocultural Perspectives on Race, Culture, and Learning.” Review of Educational Research 76 (4): 449–475.
23. Pascal, C., and T. Bertram. 2009. “Listening to Young Citizens: the Struggle to Make Real a Participatory Paradigm in Research with Young Children.” European Early Childhood Education Research Journal 17 (2): 249–262.
24. Pe–Pua, R., C. Mitchell, R. Iredale, and S. Castles. 1996. Astronaut Families and Parachute Children: The Cycle of Migration between Hong Kong and Australia. Canberra: Australian Government Publishing Service.
25. Rogoff, B. 2003. The Cultural Nature of Human Development. New York: Oxford University Press.
26. Shek, D. T. L., and L. K. Chan. 1999. “Hong Kong Chinese Parents’ Perceptions of the Ideal Child.” The Journal of Psychology 133: 291–302.
27. Tudge, J. 2009. The Everyday Lives of Young Children: Culture, Class, and Child Rearing in Diverse Societies. Cambridge: Cambridge University Press.
28. Van Oers, B. 2011. “Where is the Child? Controversy in the Neo–Vygotskian Approach to Child Development.” Mind, Culture, and Activity 18 (1): 84–88.
29. Verenikina, I., W. Vialle, and P. Lysaght. 2011. Understanding Learning and Development. Sydney: David Barlow Publishing.
30. Vygotsky, L. S. 1994. “The Problem of the Environment.” In The Vygotsky Reader, edited by R. Van der Veer, and J. Valsiner, 338–354. Oxford: Blackwell.
31. Vygotsky, L. S. 1997. “The Collected Works of L.S. Vygotsky.” Volume 4 in The History of the Development of Higher Mental Functions. Ed. R. W. Rieber and trans. M. J. Hall. New York: Plenum Press.
32. Vygotsky, L. S. 1998. “The Collected Works of L.S. Vygotsky.” Volume 5 in Child Psychology. Ed. R. W. Rieber and trans. M. J. Hall. New York: Plenum Press.
33. Wong, P. L. 2007. “The Education Values of Hong Kong Community in Australia: A Review of the Literature.” ANZCIES 2007 Conference Proceeding, 313–326.
34. Wong, P. L. 2012a. “Hong Kong–Australian Parents’ Development of Values, Expectations and Practices for Their Children’s Education: A Dialectical Process.” In Asia Pacific Education: Diversity, Challenges and Changes, edited by P. W. K. Chan, 68–86. Melbourne, Australia: Monash University Publishing.
35. Wong, P. L. 2012b. “Parents’ Perspectives of the Home-school Interrelationship: A Study of Two Hong Kong–Australian Families.” Australasian Journal of Early Childhood, 37 (4): 59–67.
36. Wong, P. L. 2013a. “How Encouragement in Everyday Family Practices Facilitates Hong Kong–Australian Children’s Motive for Learning.” In Constructing Educational Achievement: A Sociocultural Perspective, edited by S. Phillipson, K. Y. L. Ku, and S. N. Phillipson, 201–214. London: Routledge.
37. Wong, P. L. 2013b. “A cultural–historical study of Hong Kong–Australian children’s learning and development within everyday family practices.” http://arrow.monash.edu.au/hdl/1959.1/906896.
38. Wong, P. L., and M. Fleer. 2012. “A Cultural–historical Study of How Children from Hong Kong Immigrant Families Develop a Learning Motive within Everyday Family Practices in Australia.” Mind, Culture, and Activity 19 (2): 107–126.
39. Wong, P. L., and M. Fleer. 2013. “The Development of Learning as the Leading Activity for Hong Kong Immigrant Families in Australia.” International Research in Early Childhood Education 4: 18–34.
40. Woods, A., and T. Grant. 2005. “Dialectical Materialism.” http://www.marxist.com/science-old/dialectricalmaterialism.html.
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