More flowers or more roses? A life with Piaget and Vygotsky
The significance of the work of Piaget and Vygotsky in particular, as well as that of other thinkers, is discussed in this presentation. This 'after-dinner' paper raises questions about the ways in which ideological assumptions and other contextual factors impact upon theory development, j...
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| Veröffentlicht in: | International journal of early years education 1996-06, Vol.4 (2), p.57-62 |
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| container_end_page | 62 |
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| container_title | International journal of early years education |
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| creator | David, Tricia |
| description | The significance of the work of Piaget and Vygotsky in particular, as well as that of other thinkers, is discussed in this presentation. This 'after-dinner' paper raises questions about the ways in which ideological assumptions and other contextual factors impact upon theory development, just as they impact upon policy and practice. Further it is argued that, thanks to present day communication systems and travel, contemporary thinkers are able to access 'other ways of seeing', to share ideas, cross both geographical and interdisciplinary boundaries, and debate the values and dilemmas of pluralism. Lastly, the paper urges early childhood professionals to explore the notion of agreed absolutes relating to the treatment of children throughout the world. |
| doi_str_mv | 10.1080/0966976960040205 |
| format | Article |
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A life with Piaget and Vygotsky</atitle><jtitle>International journal of early years education</jtitle><date>1996-06-01</date><risdate>1996</risdate><volume>4</volume><issue>2</issue><spage>57</spage><epage>62</epage><pages>57-62</pages><issn>0966-9760</issn><eissn>1469-8463</eissn><abstract>The significance of the work of Piaget and Vygotsky in particular, as well as that of other thinkers, is discussed in this presentation. This 'after-dinner' paper raises questions about the ways in which ideological assumptions and other contextual factors impact upon theory development, just as they impact upon policy and practice. Further it is argued that, thanks to present day communication systems and travel, contemporary thinkers are able to access 'other ways of seeing', to share ideas, cross both geographical and interdisciplinary boundaries, and debate the values and dilemmas of pluralism. 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| fulltext | fulltext |
| identifier | ISSN: 0966-9760 |
| ispartof | International journal of early years education, 1996-06, Vol.4 (2), p.57-62 |
| issn | 0966-9760 1469-8463 |
| language | eng |
| recordid | cdi_crossref_primary_10_1080_0966976960040205 |
| source | Taylor & Francis Journals Complete |
| subjects | Bronfenbrenner (Urie) Child Development Context Effect Developmental Theory Early Childhood Education Educational Theories Ideology Individual Development Piaget (Jean) Piagetian Theory Pluralism Theory Practice Relationship Values Vygotsky (Lev S) Young Children |
| title | More flowers or more roses? A life with Piaget and Vygotsky |
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