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Early childhood education, postcolonial theory, and teaching practices in India : balancing Vygotsky and the Veda /
Conceptualized within a socio-cultural constructivist and postcolonial paradigm, the book explores a definite tension between "Western" theories of child development and the "Indian" ways of being and thinking. This book also provides a richly descriptive and relatively unexamine...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York :
Palgrave Macmillan,
2006.
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| Edición: | 1st ed. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Conceptualizing and Setting the Stage
- The Socio-cultural Context of Education in India: Core Concepts of Philosophy Underlying the Worldview of Indians
- Educational Systems in India: Past and Present
- Aims of Education Contextualized within Urban Indian Society
- The Image, Roles and Responsibilities of the Early Childhood Teacher in India
- The Image of the Child: What Is Developmentally and Socially Appropriate for Children Growing up in Indian Society?
- Learning to Teach: A Socio-cultural-historical Constructivist Theory of Teaching
- Contextualizing and Demystifying the Challenges of Large Class Size in India
- A Socio-culturally Constructed Early Childhood Postcolonial Curriculum: The Interfacing of Three Culturally Different Educational Discourses
- Aligning Teacher Education and Early Childhood Practice in India: Balancing Vygotsky and the Veda
- Reflecting on the Process of Early Childhood Postcolonial Research.