13 found
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  1.  7
    Identifying Teacher‐Child Interaction Which Scaffolds Scientific Thinking in Young Children.Marilyn Fleer - 1992 - Science Education 76 (4):373-397.
  2.  6
    Mapping the Transformation of Understanding.Marilyn Fleer & Carmel Richardson - 2008 - In Patricia Murphy & Robert McCormick (eds.), Knowledge and Practice: Representations and Identities. The Open University. pp. 138--151.
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  3.  30
    Broadening the Circumference: A Socio-Historical Analysis of Family Enactments of Literacy and Numeracy Within the Official Script of Middle Class Early Childhood Discourse.Marilyn Fleer & Jill Robbins - 2004 - Outlines. Critical Practice Studies 6 (2):17-34.
    Informed by s socio-historical theory, this paper will report on a study that sought to document the literacy and numeracy outcomes for children living in low socio-economic circumstances in a region south-east of Melbourne, Australia. The research focused on children in preschool and child care centres in the year prior to beginning school, and was designed to map literacy and numeracy experiences of children in the home and in the early childhood centre. In this paper an analysis of the cultural (...)
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  4. Child Development in Educational Settings.Marilyn Fleer - 2018 - Cambridge University Press.
    This book provides a comprehensive introduction to theories of development and learning in early childhood and primary education.
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  5. Early Learning and Development: Cultural-Historical Concepts in Play.Marilyn Fleer & Mariane Hedegaard - 2010 - Cambridge University Press.
    Early Learning and Development provides a unique synthesis of cultural-historical theory from Vygotsky, Elkonin and Leontiev in the twentieth century to the ground-breaking research of scholars such as Siraj-Blatchford, Kratsova and Hedegaard today. It demonstrates how development and learning are culturally embedded and institutionally defined, and it reflects specifically upon the implications for the early childhood profession. Divided into parts, with succinct chapters that build upon knowledge progressively, the everyday lives of children at home, in the community, at pre-school and (...)
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  6.  1
    Play in the Early Years.Marilyn Fleer - 2017 - Cambridge University Press.
    The second edition of Play in the Early Years provides a comprehensive introduction to pedagogy and play in early years education settings. Drawing on classical and contemporary theories, this text examines social, cultural and institutional approaches to play, and explores a range of strategies for successfully integrating play into classrooms. Thoroughly revised to include the latest methods and research, this edition features new material on intentional teaching, play as learning, digital play, and discipline-specific content. Two new chapters discuss post-structuralist and (...)
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  7.  3
    Science Education in Child Care.Marilyn Fleer - 1993 - Science Education 77 (6):561-573.
  8. Technologies for Children.Marilyn Fleer - 2016 - Cambridge University Press.
    Technologies for Children presents a comprehensive array of contextual examples for teaching design and technology to children from birth to twelve years. Aligning with the Australian Curriculum - Technologies, this book focuses predominantly on design technologies, with special reference to digital technologies. It provides both theory and practical ideas for teaching infants, toddlers, preschoolers and primary children. Each chapter explores a different approach to teaching technologies education, along with elements of planning such as project management, achievement standards and pedagogy. Technologies (...)
     
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  9. Technologies for Children with Vitalsource Enhanced Ebook.Marilyn Fleer - 2019 - Cambridge University Press.
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  10.  9
    The Need for Po-Mo in Educational Theory is Greater Than Ever.Marilyn Fleer - 2018 - Educational Philosophy and Theory 50 (14):1545-1546.
  11. Motives in Children's Development: Cultural-Historical Approaches.Mariane Hedegaard, Anne Edwards & Marilyn Fleer (eds.) - 2011 - Cambridge University Press.
    The contributors to this collection employ the analytic resources of cultural-historical theory to examine the relationship between childhood and children's development under different societal conditions. In particular they attend to relationships between development, emotions, motives and identities, and the social practices in which children and young people may be learners. These practices are knowledge-laden, imbued with cultural values and emotionally freighted by those who already act in them. The book first discusses the organising principles that underpin a cultural-historical understanding of (...)
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  12.  1
    Early Childhood Curriculum: Planning, Assessment, and Implementation.Claire McLachlan, Marilyn Fleer & Susan Edwards - 2010 - Cambridge University Press.
    Early Childhood Curriculum addresses current approaches to curriculum for infants, toddlers and young children, ages birth to eight. It provides a comprehensive introduction to the curriculum issues that student teachers and emerging practitioners will face and equips them with the decision-making tools that will ultimately enhance and promote young children's learning. The text proposes a cultural historical framework to explore diverse approaches to early years education, drawing on research and examples of practice across a range of international contexts. It offers (...)
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  13.  28
    The Theory of 'Belonging': Defining Concepts Used Within Belonging, Being and Becoming—The Australian Early Years Learning Framework.Chris Peers & Marilyn Fleer - 2014 - Educational Philosophy and Theory 46 (8):1-15.
    The implementation in 2009–10 of the Early Years Learning Framework spearheaded the efforts of the Australian Commonwealth government to institute a national curriculum. The theme of the new early childhood framework follows three guiding concepts: Belonging, Being and Becoming. In this article, we discuss these three concepts in order to provide a theoretical context to the Early Years Learning Framework and to enrich the debate surrounding its writing and implementation. In particular, we address the significance of posing Belonging in contiguity (...)
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