This book draws on extensive research to provide a ground-breaking new account of the relationship between dialogue and children’s learning development. It closely relates the research findings to real-life classrooms, so that it is of practical value to teachers and students concerned that their children are offered the best possible learning opportunities. The authors provide a clear, accessible and well-illustrated case for the importance of dialogue in children's intellectual development and support this with a new and more educationally relevant version of socio-cultural theory, which explains the fascinating relationship between dialogues and learning. In educational terms, a sociocultural theory that relates social, cultural and historical processes, interpersonal communication and applied linguistics, is an ideal way of explaining how school experience helps children learn and develop. By using evidence of how the collective construction of knowledge is achieved and how engagement in dialogues shapes children's educational progress and intellectual development, the authors provide a text which is essential for educational researchers, postgraduate students of education and teachers, and is also of interest to many psychologists and applied linguists.
This book focuses on typically developing school-age children, although issues relating to specific learning difficulties are also addressed.
This ground-breaking handbook provides a much-needed, contemporary and authoritative reference text on young children’s thinking.
Sue Robson's detailed exploration of the ideas and theories is enlivened by transcripts of children's activities and conversations taken from practice and contemporary research, helping readers to make links between theory, research and ...
See Gunther Kress, Multimodality: A Social Semiotic Approach to Contemporary Communication (New York: Routledge, 2009); and Alan G. Gross and Joseph E. Harmon, Science from Sight to Insight: How Scientists Illustrate Meaning (Chicago: ...
This teacher resource has three key elements: The Professional Development Resource takes you through discussion, reflection and practical activities that focus on dialogue and the use of the IWB The Reader explores key issues related to ...
Without developing a'dialogic classroom', dialogic intentions for a task can fall very flat ( Barron, 2003 ). Our research suggested a model ( Figure 16.3 ) for productive interaction involving interactive technologies that foregrounds ...
Forexample, careful analysis hasshown howthe texts of themajor worksof MaryShelley (authorof Frankenstein) and her husband Percy Bysshe Shelley (authorof 'Mont Blanc', 3Interthinking and the performance arts.
Colfer, C. (2014) 'Mechanisms employed by primary school children to establish and maintain collaboration and ... Mercer, N. and Littleton, K. (eds) (2007) Dialogue and the Development of Children's Thinking: A Socio-cultural Approach.
252 School, Culture, and Pedagogy Applegate, A., and Applegate, M. (2004) The Peter effect: Reading habits and attitudes of preservice teachers. The Reading Teacher, 57: 554–563. Anstey, M., and Bull, G. (1996) The Literacy Labyrinth.
Hayden, C. (2008) Staying Safe and Keeping Out of Trouble: a Survey of Young People's Perceptions and Experiences. ... Higgins, E., Lee, J., Kwon, J. and Trope, Y. (1995) When combining intrinsic motivations undermines interest: a test ...