Promoting values and concepts in preschool Context: an analysis of a cooking lesson

64 páginas.

Autores:
Tipo de recurso:
Fecha de publicación:
2007
Institución:
Universidad de la Sabana
Repositorio:
Repositorio Universidad de la Sabana
Idioma:
spa
OAI Identifier:
oai:intellectum.unisabana.edu.co:10818/1303
Acceso en línea:
https://hdl.handle.net/10818/1303
Palabra clave:
Educación preescolar-Aspectos psicológicos
Valores sociales-Educación
Sistemas de enseñanza
Análisis del proceso de interacción en educación
Rights
License
openAccess
id REPOUSABAN_b1e59dda458933a0697fc1bf9d7e4113
oai_identifier_str oai:intellectum.unisabana.edu.co:10818/1303
network_acronym_str REPOUSABAN
network_name_str Repositorio Universidad de la Sabana
repository_id_str
dc.title.none.fl_str_mv Promoting values and concepts in preschool Context: an analysis of a cooking lesson
title Promoting values and concepts in preschool Context: an analysis of a cooking lesson
spellingShingle Promoting values and concepts in preschool Context: an analysis of a cooking lesson
Educación preescolar-Aspectos psicológicos
Valores sociales-Educación
Sistemas de enseñanza
Análisis del proceso de interacción en educación
title_short Promoting values and concepts in preschool Context: an analysis of a cooking lesson
title_full Promoting values and concepts in preschool Context: an analysis of a cooking lesson
title_fullStr Promoting values and concepts in preschool Context: an analysis of a cooking lesson
title_full_unstemmed Promoting values and concepts in preschool Context: an analysis of a cooking lesson
title_sort Promoting values and concepts in preschool Context: an analysis of a cooking lesson
dc.contributor.none.fl_str_mv Rodríguez Burgos, Lilian Patricia
dc.subject.none.fl_str_mv Educación preescolar-Aspectos psicológicos
Valores sociales-Educación
Sistemas de enseñanza
Análisis del proceso de interacción en educación
topic Educación preescolar-Aspectos psicológicos
Valores sociales-Educación
Sistemas de enseñanza
Análisis del proceso de interacción en educación
description 64 páginas.
publishDate 2007
dc.date.none.fl_str_mv 2007
2007
2012-03-06T22:26:02Z
2012-03-06T22:26:02Z
2012-03-06
dc.type.none.fl_str_mv Tesis/Trabajo de grado - Pregrado
http://purl.org/coar/resource_type/c_7a1f
http://purl.org/coar/version/c_970fb48d4fbd8a85
Texto
info:eu-repo/semantics/bachelorThesis
http://purl.org/redcol/resource_type/TP
dc.identifier.none.fl_str_mv Abdul, M; Monaghan, J & Threlfall, J. (2011). Extending Valsiner¿s zone theory to theorise student-teacher development. Smith, C. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 31(1). http://www.bsrlm.org.uk/IPs/ip31-1/BSRLM-IP-31-1- 01.pdf
BECT. Understanding Children´s Developing. [on line] http://www.pearsonschoolsandfecolleges.co.uk/FEAndVocational/Childcare/BTEC/BTE CFirstChildrensCareLearningandDevelop/Samples/SampleMaterial/UCD%20Unit%201.p df
Bodrova, E & Leong, D (1998). Scaffolding Emergent Writing in the Zone of Proximal Development. International Journal of Early Reading and Writing, 3, 2,[On Line] http://www.mcrel.org/pdf/literacy/scaffolding.pdf
Boucher, F & Muchinik,J. (1995). Agroindustria Rural, Recursos Técnicos y Alimentación. Coedición CIID/CIRAD/IICA. 503p.
Boyd, J., Barnett, W. S., Bodrova, E., Leong, D. J., & Gomby, D. (2005). Promoting children¿s social and emotional development through preschool. New Brunswick, NJ: NIERR. [ On Line ] http://nieer.org/resources/policyreports/report7.pdf.. Takin in July 5 of 2011.
Bunce, G (in press). Educational Implication of vygotsk´s Zone of Proximal Development On Colaborative work in the Classroom. Developing Expertise in teaching.. [On Line]. http://www.guybunce.co.uk/writings/academic/vygotsky-and-the-classroom.pdf. Consulted in July 4, 2011.
Card , N. A. , Little , T. D. , & Bovaird , J. A. (2007 ). Modeling ecological and contextual effects in longitudinal studies of human development . In T. D. Little , J. A.Bovaird , & N. A. Card (Eds.), Modeling contextual effects in longitudinal studies (pp. 1 ¿ 11 ). Mahwah, NJ : Lawrence Erlbaum
Chaiklin, S (2003) The zone of proximal development in Vygotsky¿s analysis of learning and instruction. To appear in: Kozulin, A., Gindis, B., Ageyev, V., Miller, S. (2003). Vygotsky¿s educational theory and practice in cultural context. Cambridge: Cambridge University Press. [On Line] http://people.ucsc.edu/~gwells/Files/Courses_Folder/documents/chaiklin.zpd.pdf. Taken in July 5 of 2011.
Choice, E (2010). Vygotsky¿s Zone of Proximal Development Theory. M.S. Ed. An evaluation. [On line] http://www.savingamericasyouth-itstime.com/Vygotsky_-_An_Evaluation.pdf. Taking in June 18 of 2011.
Cook, J & Cook, G. (2005). Child Development. Principles & Perspectives. Sample Chapter. Pearson. [On Line] http://www.ablongman.com/cooktour/Cook_0205314112_chapter5.pdf. Taken in July 5 of 2011.
Cole, M. (1985). The Zone of proximal development: Where culture and cognition. In J. Wertsch (Ed.), Culture Communication and Cognition. Vygotskian Perspectives. Chicago: University of Chicago Press.
Daniels, H. ( in press). The Interface between the Sociology of Practice and the Analysis of Talk in the Study of Change in Educational Settings. [On Line]. http://www.savingamericasyouth-itstime.com/Vygotsky_-_An_Evaluation.pdf.
Duncker, K. ( 1938). Experimental modification of children's food preferences through social suggestion. Journal of Abnormal and Social Psychology, 33,489-507.
Eckert, P & Mcconnell, S. (1995). Constructing meaning, constructing selves: Snapshots of language, gender and class from Belten Hig. Gender articulated: Arrangements of language and the socially constructed self. London and New York: Routledge. 469-507. [ on line ] http://www.stanford.edu/~eckert/PDF/ConstructingMeaning.pdf. taken in July 7 of 2011.
Galligan, L (2008). Using Valsiner. In: 31st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA31), 28 June - 1 July 2008, Brisbane, Australia.
Goos, M (2010). A Sociocultural Framework for Understanding Technology Integration in Secondary School Mathematics. http://www.pna.es/Numeros2/pdf/Goos2010A.pdf
Hassan, R (2001). Semiotic mediation and mental development in pluralistic s ocieties: some implications for tomorrow's schooling. http://lchc.ucsd.edu/mca/Paper/JuneJuly05/HasanSemMediation.pdf. Taken in June 25 of 2011.
Holzman, L ( ) Vygostsky's Zone of Proximal Development: The Human Activity Zone. East Side Institute for Short Term Psychotherapy. [On Line] http://www.eastsideinstitute.org/Vygotsky_assets/Vygostskys%20Zone%20of%20Proxim al%20Development.pdf
Hussain, M; Monaghan,J & Threlfall, J. (2011) Extending Valsiner¿s zone theory to theorise student-teacher development. In C. Smith, (Ed.).Proceedings of the British Society for Research into Learning Mathematics 31(1). [En linea]. http://www.bsrlm.org.uk/IPs/ip31- 1/BSRLM-IP-31-1-01.pdf. Taken on June 1 of 2011.
Josephs, I. E, Valsiner, J & Sugar, S. E (1999). The process of meaning construction. In J. Bandstatder and R.M Lerner (Eds.), Actions & self development (pp 257-282). Thousand Oaks, Ca.: Sage.
Josephs, I. E & Valsiner, J (2007). Development Sicience Meets Culture: Cultural Developmental Psychology in the Making. European Journal of Developmental Science, No 1, Vol 1, 47-64.
Langford, P. (2005). Vygotsky´s Developmental and Educational Psychology. Hove : Psychology Press.. [On Line] http://www.classjump.com/sideeg/documents/Vygotsky%20Educational%20Psychology. pdf. Consulted in June 29, 2011
Lewis, M. (2000). The promise of dynamic systems approaches for an integrated account of human development. Child Development, 71(1), 36-43
Maholmes, V (2001). Understanding Child Development as a Basis for Evaluating Partnerships. Publication Series No 3. [On line] http://www.temple.edu/lss/pdf/publications/pubs2001-3.pdf. Taken on July 4 of 2011.
Marsico, G & Iannaccone, A. (in press). The Work of Schooling. In J Valsiner (Ed), The Oxford Handbook of Culture and Psychology. New York: Oxford. University Press.
Miller, S (2010). Social-Cognitive Development in Early Childhood. Encyclopedia of Early Childhood Development. [On line] http://www.childencyclopedia.com/documents/MillerANGxp.pdf. Took On June 20 of 2011.
Moghaddam,F; Novoa, C & Warren, Z (in press). In J Valsiner (Ed), The Oxford Handbook of Culture and Psychology. New York: Oxford. University Press.
Molenaar, P. C. M., & Valsiner, J. (2008). How generalization works through the single case: A simple idiographic process analysis of an individual psychotherapy case. International Journal of Idiographic Science, 1, 1-13. [www.valsiner.com]. Reprinted in S. Salvatore, J. Valsiner, S. Strout-Yagodzinsky and J. Clegg (Eds.), YIS: Yearbook of Idiographic Science 2008. Vol. 1 (pp. 23-38). Rome: Fireira Publishing.
Mulford, B. (2003). School leaders: changing roles and impact on teacher and school effectiveness. A paper commissioned by the Education and Training Policy Division, OECD, for the Activity Attracting, Developing and Retaining Effective Teacher. [On line] http://www.oecd.org/dataoecd/61/61/2635399.pdfToo on July 3 of 2011
Pellegrini, A; Blatchford, P; Kato;K & Baines,E. (2003). A Short-term Longitudinal Study of Children¿s Playground Games in Primary School: Implications for Adjustment to School and Social Adjustment in the USA and the UK. [In Line] http://www.cehd.umn.edu/edpsych/hdl/docs/gamesUKUSSocDev.pdf.
Riddel, E (1999). Lev Vygotsky´s Social Development Theory. http://members.iinet.net.au/~aamcarthur/4_Mar_2008_files/Vygotskys_Social_Developm ent_Theory.pdf
Rodríguez, L. (2009) Emergencia de la generalización inductiva en infantes. [Inductive generalization¿s emergence in infants] (Unpublished doctoral dissertation) Universidad del Valle, Cali, Colombia.
Rodriguez, L. (2011) Speaking of One¿s Life: What can we learn from transcultural studies? Integrative Psychological and Behavioral Science, 45 (1) Taking in June 4 of 2011.
Rodríguez,L; Giraldo,J; Obando,D; Romero, D; Mojica, A & Rodriguez, J. (2011 in press) Cognitive Planning and Everyday Practices: A case study.
Sato, T, & Valsiner, J. (2010). Time in life and life in time: Between experiencing and accounting. Ritsumeikan Journal of Human Sciences, 20, 1, 79-92
Smeenk, J; Leiner, R & Brainard, K (2008). A ¿Starter Kit¿ of Edible Flowers for the Garden and Table. Cooperative Extension Service. University of Alaska Fairbanks. [ On line] http://www.uaf.edu/ces/publications-db/catalog/anr/HGA-00137.pdf. Taking in July 1 of 2011
Smith, L & Thelen , E (2003) Development as a dynamic system. TRENDS in Cognitive Sciences Vol.7 No.8 Department of Psychology, Program in Cognitive Science, Indiana. [On Line] Taking in June 30 of 2011. From http://psychology.stanford.edu/~jlm/pdfs/SmithThelen03TiCSDevAsDynamSys.pdf.
Department of Psychology, Program in Cognitive Science, Indiana University, 1101 East 10th Street, Bloomington, IN 47405, US. TRENDS in Cognitive Sciences Vol.7 No.8 [On line] http://www.indiana.edu/~cogdev/labwork/dynamicsystem.pdf. Taking in July 3 of 2011
Thelen, E., & Smith, L. B. (1994). A dynamical system approach to development of cognition and action. Cambridge, MA: MIT Press/Bradford Books.
Thelen, E & Smith, L (2005). Dynamic Systems Theories. Chapter 6. Pp. 258- 308. [ On line ] http://www.indiana.edu/~cogdev/labwork/handbook.pdf. Taking in June 15 of 2011.
Thomas, E, M. (2006). Readiness to Learn at School Among Five-year-old Children in Canada. Children and Youth Research Paper Series Catalogue no. 89-599-MIE ¿ No. 004. Ministry of Industry. [ On line ] http://www.statcan.gc.ca/pub/89-599-m/89-599-m2006004- eng.pdf Taking in June 29 of 2011.
Valsiner, J. (1997). Culture and the development of children¿s actions: A theory of human development (2nd ed.). New York: Wiley.
Valsiner, J. (1998). The guided mind: A sociogenetic approach to personality. Cambridge, MA: Harvard University Press
Valsiner, J. (2001) Process structure of semiotic mediation in human development. Human Development, 44, 84-97
Valsiner, J. (2003). Beyond social Representations: A theory of Enablement. Papers on Social Rrepsentations, 12, padres 7.1-7.16. [On line] http://www.psych.lse.ac.uk/psr/PSR2003/12_07Val.pdf. Taken on 7 of July of 2011.
Valsiner, J. (2004). El desarrollo de las teorías del desarrollo: la ¿Holliwoodización¿ de la ciencia y su impacto. Infancia y Aprendizaje, 2004, 27 (2) (p. 1-14)
Valsiner, J. (2006). The semiotic construction of solitude: Processes of internalization and externalization. Sign Systems Studies 34.1,
Valsiner, J (2007). Constructing the internal Infinity: Dialogic Structure Of The Internalization/ Externalization Process- A Commentary On Susswein, Bibok, and Carpendale´s ¿Reconceptualizing Internalization¿. International Journal for Dialogical Science, 2, 1, 207-221.
[http://ijds.lemoyne.edu/journal/2_1/pdf/IJDS.2.1.13.Valsiner.pdf downloaded on May 23 of 2011.
Valsiner, J. (2008). Ornamented Worlds and Textures of Feeling: The Power of Abundance. Critical Social Studies. No. 1. [On line] http://ojs.statsbiblioteket.dk/index.php/outlines/article/viewFile/1967/1757. Taken in July 7 of 2011.
Valsiner, J. (2009). Posfacio: Sí, la mente es no lineal ¿y¿ ¿Qué sigue? [Yes, the mind is nonlinear -and- ¿What next?]. In R. Puche-Navarro (Comp.) ¿Es la mente no lineal? [¿Is the mind non lineal?] (p.142-145). Cali: Artes Graficas del Valle Editores.
Van der Veer, R & Valsiner, J. (1994) The Vygotsky Reader. Oxford: Blackwell.
van Geert, P. (1998) A dynamic systems model of basic developmental mechanisms: Piaget, Vygotsky and beyond. Psychological Review, 105 (4), 634¿677.
van Geert, P., & van Dijk, M. (2002) Focus on variability: New tools to study intra-individual variability in developmental data. Infant Behavior & Development, 25, 340-374.
Voelklein, C & Howard, C (2005). A review of controversies about social representations theory: a British debate. Culture and psychology, 11 (4). pp. 431-454. [On line] http://eprints.lse.ac.uk/2439/1/Review_of_controversies_(LSERO).pdf Taken on July 7 of 2011.
Worthman, S. (2001) Interactionally Situater Cognition: A Classroom Example. GDE Publications. Garuate School of Education. University of pensilvania. Postprint version. Published in Cognitive Science, Volume 25, Issue 1, January 2001, pages 37-66. Publisher URL: http://dx.doi.org/10.1207/s15516709cog2501_3
https://hdl.handle.net/10818/1303
142237
TE00006
identifier_str_mv Abdul, M; Monaghan, J & Threlfall, J. (2011). Extending Valsiner¿s zone theory to theorise student-teacher development. Smith, C. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 31(1). http://www.bsrlm.org.uk/IPs/ip31-1/BSRLM-IP-31-1- 01.pdf
BECT. Understanding Children´s Developing. [on line] http://www.pearsonschoolsandfecolleges.co.uk/FEAndVocational/Childcare/BTEC/BTE CFirstChildrensCareLearningandDevelop/Samples/SampleMaterial/UCD%20Unit%201.p df
Bodrova, E & Leong, D (1998). Scaffolding Emergent Writing in the Zone of Proximal Development. International Journal of Early Reading and Writing, 3, 2,[On Line] http://www.mcrel.org/pdf/literacy/scaffolding.pdf
Boucher, F & Muchinik,J. (1995). Agroindustria Rural, Recursos Técnicos y Alimentación. Coedición CIID/CIRAD/IICA. 503p.
Boyd, J., Barnett, W. S., Bodrova, E., Leong, D. J., & Gomby, D. (2005). Promoting children¿s social and emotional development through preschool. New Brunswick, NJ: NIERR. [ On Line ] http://nieer.org/resources/policyreports/report7.pdf.. Takin in July 5 of 2011.
Bunce, G (in press). Educational Implication of vygotsk´s Zone of Proximal Development On Colaborative work in the Classroom. Developing Expertise in teaching.. [On Line]. http://www.guybunce.co.uk/writings/academic/vygotsky-and-the-classroom.pdf. Consulted in July 4, 2011.
Card , N. A. , Little , T. D. , & Bovaird , J. A. (2007 ). Modeling ecological and contextual effects in longitudinal studies of human development . In T. D. Little , J. A.Bovaird , & N. A. Card (Eds.), Modeling contextual effects in longitudinal studies (pp. 1 ¿ 11 ). Mahwah, NJ : Lawrence Erlbaum
Chaiklin, S (2003) The zone of proximal development in Vygotsky¿s analysis of learning and instruction. To appear in: Kozulin, A., Gindis, B., Ageyev, V., Miller, S. (2003). Vygotsky¿s educational theory and practice in cultural context. Cambridge: Cambridge University Press. [On Line] http://people.ucsc.edu/~gwells/Files/Courses_Folder/documents/chaiklin.zpd.pdf. Taken in July 5 of 2011.
Choice, E (2010). Vygotsky¿s Zone of Proximal Development Theory. M.S. Ed. An evaluation. [On line] http://www.savingamericasyouth-itstime.com/Vygotsky_-_An_Evaluation.pdf. Taking in June 18 of 2011.
Cook, J & Cook, G. (2005). Child Development. Principles & Perspectives. Sample Chapter. Pearson. [On Line] http://www.ablongman.com/cooktour/Cook_0205314112_chapter5.pdf. Taken in July 5 of 2011.
Cole, M. (1985). The Zone of proximal development: Where culture and cognition. In J. Wertsch (Ed.), Culture Communication and Cognition. Vygotskian Perspectives. Chicago: University of Chicago Press.
Daniels, H. ( in press). The Interface between the Sociology of Practice and the Analysis of Talk in the Study of Change in Educational Settings. [On Line]. http://www.savingamericasyouth-itstime.com/Vygotsky_-_An_Evaluation.pdf.
Duncker, K. ( 1938). Experimental modification of children's food preferences through social suggestion. Journal of Abnormal and Social Psychology, 33,489-507.
Eckert, P & Mcconnell, S. (1995). Constructing meaning, constructing selves: Snapshots of language, gender and class from Belten Hig. Gender articulated: Arrangements of language and the socially constructed self. London and New York: Routledge. 469-507. [ on line ] http://www.stanford.edu/~eckert/PDF/ConstructingMeaning.pdf. taken in July 7 of 2011.
Galligan, L (2008). Using Valsiner. In: 31st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA31), 28 June - 1 July 2008, Brisbane, Australia.
Goos, M (2010). A Sociocultural Framework for Understanding Technology Integration in Secondary School Mathematics. http://www.pna.es/Numeros2/pdf/Goos2010A.pdf
Hassan, R (2001). Semiotic mediation and mental development in pluralistic s ocieties: some implications for tomorrow's schooling. http://lchc.ucsd.edu/mca/Paper/JuneJuly05/HasanSemMediation.pdf. Taken in June 25 of 2011.
Holzman, L ( ) Vygostsky's Zone of Proximal Development: The Human Activity Zone. East Side Institute for Short Term Psychotherapy. [On Line] http://www.eastsideinstitute.org/Vygotsky_assets/Vygostskys%20Zone%20of%20Proxim al%20Development.pdf
Hussain, M; Monaghan,J & Threlfall, J. (2011) Extending Valsiner¿s zone theory to theorise student-teacher development. In C. Smith, (Ed.).Proceedings of the British Society for Research into Learning Mathematics 31(1). [En linea]. http://www.bsrlm.org.uk/IPs/ip31- 1/BSRLM-IP-31-1-01.pdf. Taken on June 1 of 2011.
Josephs, I. E, Valsiner, J & Sugar, S. E (1999). The process of meaning construction. In J. Bandstatder and R.M Lerner (Eds.), Actions & self development (pp 257-282). Thousand Oaks, Ca.: Sage.
Josephs, I. E & Valsiner, J (2007). Development Sicience Meets Culture: Cultural Developmental Psychology in the Making. European Journal of Developmental Science, No 1, Vol 1, 47-64.
Langford, P. (2005). Vygotsky´s Developmental and Educational Psychology. Hove : Psychology Press.. [On Line] http://www.classjump.com/sideeg/documents/Vygotsky%20Educational%20Psychology. pdf. Consulted in June 29, 2011
Lewis, M. (2000). The promise of dynamic systems approaches for an integrated account of human development. Child Development, 71(1), 36-43
Maholmes, V (2001). Understanding Child Development as a Basis for Evaluating Partnerships. Publication Series No 3. [On line] http://www.temple.edu/lss/pdf/publications/pubs2001-3.pdf. Taken on July 4 of 2011.
Marsico, G & Iannaccone, A. (in press). The Work of Schooling. In J Valsiner (Ed), The Oxford Handbook of Culture and Psychology. New York: Oxford. University Press.
Miller, S (2010). Social-Cognitive Development in Early Childhood. Encyclopedia of Early Childhood Development. [On line] http://www.childencyclopedia.com/documents/MillerANGxp.pdf. Took On June 20 of 2011.
Moghaddam,F; Novoa, C & Warren, Z (in press). In J Valsiner (Ed), The Oxford Handbook of Culture and Psychology. New York: Oxford. University Press.
Molenaar, P. C. M., & Valsiner, J. (2008). How generalization works through the single case: A simple idiographic process analysis of an individual psychotherapy case. International Journal of Idiographic Science, 1, 1-13. [www.valsiner.com]. Reprinted in S. Salvatore, J. Valsiner, S. Strout-Yagodzinsky and J. Clegg (Eds.), YIS: Yearbook of Idiographic Science 2008. Vol. 1 (pp. 23-38). Rome: Fireira Publishing.
Mulford, B. (2003). School leaders: changing roles and impact on teacher and school effectiveness. A paper commissioned by the Education and Training Policy Division, OECD, for the Activity Attracting, Developing and Retaining Effective Teacher. [On line] http://www.oecd.org/dataoecd/61/61/2635399.pdfToo on July 3 of 2011
Pellegrini, A; Blatchford, P; Kato;K & Baines,E. (2003). A Short-term Longitudinal Study of Children¿s Playground Games in Primary School: Implications for Adjustment to School and Social Adjustment in the USA and the UK. [In Line] http://www.cehd.umn.edu/edpsych/hdl/docs/gamesUKUSSocDev.pdf.
Riddel, E (1999). Lev Vygotsky´s Social Development Theory. http://members.iinet.net.au/~aamcarthur/4_Mar_2008_files/Vygotskys_Social_Developm ent_Theory.pdf
Rodríguez, L. (2009) Emergencia de la generalización inductiva en infantes. [Inductive generalization¿s emergence in infants] (Unpublished doctoral dissertation) Universidad del Valle, Cali, Colombia.
Rodriguez, L. (2011) Speaking of One¿s Life: What can we learn from transcultural studies? Integrative Psychological and Behavioral Science, 45 (1) Taking in June 4 of 2011.
Rodríguez,L; Giraldo,J; Obando,D; Romero, D; Mojica, A & Rodriguez, J. (2011 in press) Cognitive Planning and Everyday Practices: A case study.
Sato, T, & Valsiner, J. (2010). Time in life and life in time: Between experiencing and accounting. Ritsumeikan Journal of Human Sciences, 20, 1, 79-92
Smeenk, J; Leiner, R & Brainard, K (2008). A ¿Starter Kit¿ of Edible Flowers for the Garden and Table. Cooperative Extension Service. University of Alaska Fairbanks. [ On line] http://www.uaf.edu/ces/publications-db/catalog/anr/HGA-00137.pdf. Taking in July 1 of 2011
Smith, L & Thelen , E (2003) Development as a dynamic system. TRENDS in Cognitive Sciences Vol.7 No.8 Department of Psychology, Program in Cognitive Science, Indiana. [On Line] Taking in June 30 of 2011. From http://psychology.stanford.edu/~jlm/pdfs/SmithThelen03TiCSDevAsDynamSys.pdf.
Department of Psychology, Program in Cognitive Science, Indiana University, 1101 East 10th Street, Bloomington, IN 47405, US. TRENDS in Cognitive Sciences Vol.7 No.8 [On line] http://www.indiana.edu/~cogdev/labwork/dynamicsystem.pdf. Taking in July 3 of 2011
Thelen, E., & Smith, L. B. (1994). A dynamical system approach to development of cognition and action. Cambridge, MA: MIT Press/Bradford Books.
Thelen, E & Smith, L (2005). Dynamic Systems Theories. Chapter 6. Pp. 258- 308. [ On line ] http://www.indiana.edu/~cogdev/labwork/handbook.pdf. Taking in June 15 of 2011.
Thomas, E, M. (2006). Readiness to Learn at School Among Five-year-old Children in Canada. Children and Youth Research Paper Series Catalogue no. 89-599-MIE ¿ No. 004. Ministry of Industry. [ On line ] http://www.statcan.gc.ca/pub/89-599-m/89-599-m2006004- eng.pdf Taking in June 29 of 2011.
Valsiner, J. (1997). Culture and the development of children¿s actions: A theory of human development (2nd ed.). New York: Wiley.
Valsiner, J. (1998). The guided mind: A sociogenetic approach to personality. Cambridge, MA: Harvard University Press
Valsiner, J. (2001) Process structure of semiotic mediation in human development. Human Development, 44, 84-97
Valsiner, J. (2003). Beyond social Representations: A theory of Enablement. Papers on Social Rrepsentations, 12, padres 7.1-7.16. [On line] http://www.psych.lse.ac.uk/psr/PSR2003/12_07Val.pdf. Taken on 7 of July of 2011.
Valsiner, J. (2004). El desarrollo de las teorías del desarrollo: la ¿Holliwoodización¿ de la ciencia y su impacto. Infancia y Aprendizaje, 2004, 27 (2) (p. 1-14)
Valsiner, J. (2006). The semiotic construction of solitude: Processes of internalization and externalization. Sign Systems Studies 34.1,
Valsiner, J (2007). Constructing the internal Infinity: Dialogic Structure Of The Internalization/ Externalization Process- A Commentary On Susswein, Bibok, and Carpendale´s ¿Reconceptualizing Internalization¿. International Journal for Dialogical Science, 2, 1, 207-221.
[http://ijds.lemoyne.edu/journal/2_1/pdf/IJDS.2.1.13.Valsiner.pdf downloaded on May 23 of 2011.
Valsiner, J. (2008). Ornamented Worlds and Textures of Feeling: The Power of Abundance. Critical Social Studies. No. 1. [On line] http://ojs.statsbiblioteket.dk/index.php/outlines/article/viewFile/1967/1757. Taken in July 7 of 2011.
Valsiner, J. (2009). Posfacio: Sí, la mente es no lineal ¿y¿ ¿Qué sigue? [Yes, the mind is nonlinear -and- ¿What next?]. In R. Puche-Navarro (Comp.) ¿Es la mente no lineal? [¿Is the mind non lineal?] (p.142-145). Cali: Artes Graficas del Valle Editores.
Van der Veer, R & Valsiner, J. (1994) The Vygotsky Reader. Oxford: Blackwell.
van Geert, P. (1998) A dynamic systems model of basic developmental mechanisms: Piaget, Vygotsky and beyond. Psychological Review, 105 (4), 634¿677.
van Geert, P., & van Dijk, M. (2002) Focus on variability: New tools to study intra-individual variability in developmental data. Infant Behavior & Development, 25, 340-374.
Voelklein, C & Howard, C (2005). A review of controversies about social representations theory: a British debate. Culture and psychology, 11 (4). pp. 431-454. [On line] http://eprints.lse.ac.uk/2439/1/Review_of_controversies_(LSERO).pdf Taken on July 7 of 2011.
Worthman, S. (2001) Interactionally Situater Cognition: A Classroom Example. GDE Publications. Garuate School of Education. University of pensilvania. Postprint version. Published in Cognitive Science, Volume 25, Issue 1, January 2001, pages 37-66. Publisher URL: http://dx.doi.org/10.1207/s15516709cog2501_3
142237
TE00006
url https://hdl.handle.net/10818/1303
dc.language.iso.fl_str_mv spa
language spa
dc.rights.none.fl_str_mv openAccess
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv openAccess
http://purl.org/coar/access_right/c_abf2
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad de la Sabana
Psicología
Facultad de Psicología
publisher.none.fl_str_mv Universidad de la Sabana
Psicología
Facultad de Psicología
dc.source.none.fl_str_mv Universidad de la Sabana
Intellectum Repositorio Universidad de la Sabana
institution Universidad de la Sabana
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1860891671783276544
spelling Promoting values and concepts in preschool Context: an analysis of a cooking lessonEducación preescolar-Aspectos psicológicosValores sociales-EducaciónSistemas de enseñanzaAnálisis del proceso de interacción en educación64 páginas.El propósito de esta investigación es establecer cómo los niños, a la edad de cinco años, entienden tres conceptos importantes: LIMPIEZA / NO LIMPIEZA, comestible / no comestible y DEBERES / DERECHOS durante la ejecución de una clase de cocina. Para el siguiente estudio se utilizó la combinación de tres bases teóricas de la teoría de sistemas dinámicos: La teoría de las zonas en desarrollo (Valsiner, 1997, 2004,2007) y la construcción del significado de oposición (Josephs, Valsiner y Surgan, 1999). Los datos fueron obtenidos a partir de las acciones observadas de 28 niños del curso transición en el curso de la clase de cocinaUniversidad de la SabanaPsicologíaFacultad de PsicologíaRodríguez Burgos, Lilian PatriciaMojica Arango, Ana Maria2012-03-06T22:26:02Z2012-03-06T22:26:02Z20072012-03-062007Tesis/Trabajo de grado - Pregradohttp://purl.org/coar/resource_type/c_7a1fhttp://purl.org/coar/version/c_970fb48d4fbd8a85Textoinfo:eu-repo/semantics/bachelorThesishttp://purl.org/redcol/resource_type/TPapplication/pdfAbdul, M; Monaghan, J & Threlfall, J. (2011). Extending Valsiner¿s zone theory to theorise student-teacher development. Smith, C. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 31(1). http://www.bsrlm.org.uk/IPs/ip31-1/BSRLM-IP-31-1- 01.pdfBECT. Understanding Children´s Developing. [on line] http://www.pearsonschoolsandfecolleges.co.uk/FEAndVocational/Childcare/BTEC/BTE CFirstChildrensCareLearningandDevelop/Samples/SampleMaterial/UCD%20Unit%201.p dfBodrova, E & Leong, D (1998). Scaffolding Emergent Writing in the Zone of Proximal Development. International Journal of Early Reading and Writing, 3, 2,[On Line] http://www.mcrel.org/pdf/literacy/scaffolding.pdfBoucher, F & Muchinik,J. (1995). Agroindustria Rural, Recursos Técnicos y Alimentación. Coedición CIID/CIRAD/IICA. 503p.Boyd, J., Barnett, W. S., Bodrova, E., Leong, D. J., & Gomby, D. (2005). Promoting children¿s social and emotional development through preschool. New Brunswick, NJ: NIERR. [ On Line ] http://nieer.org/resources/policyreports/report7.pdf.. Takin in July 5 of 2011.Bunce, G (in press). Educational Implication of vygotsk´s Zone of Proximal Development On Colaborative work in the Classroom. Developing Expertise in teaching.. [On Line]. http://www.guybunce.co.uk/writings/academic/vygotsky-and-the-classroom.pdf. Consulted in July 4, 2011.Card , N. A. , Little , T. D. , & Bovaird , J. A. (2007 ). Modeling ecological and contextual effects in longitudinal studies of human development . In T. D. Little , J. A.Bovaird , & N. A. Card (Eds.), Modeling contextual effects in longitudinal studies (pp. 1 ¿ 11 ). Mahwah, NJ : Lawrence ErlbaumChaiklin, S (2003) The zone of proximal development in Vygotsky¿s analysis of learning and instruction. To appear in: Kozulin, A., Gindis, B., Ageyev, V., Miller, S. (2003). Vygotsky¿s educational theory and practice in cultural context. Cambridge: Cambridge University Press. [On Line] http://people.ucsc.edu/~gwells/Files/Courses_Folder/documents/chaiklin.zpd.pdf. Taken in July 5 of 2011.Choice, E (2010). Vygotsky¿s Zone of Proximal Development Theory. M.S. Ed. An evaluation. [On line] http://www.savingamericasyouth-itstime.com/Vygotsky_-_An_Evaluation.pdf. Taking in June 18 of 2011.Cook, J & Cook, G. (2005). Child Development. Principles & Perspectives. Sample Chapter. Pearson. [On Line] http://www.ablongman.com/cooktour/Cook_0205314112_chapter5.pdf. Taken in July 5 of 2011.Cole, M. (1985). The Zone of proximal development: Where culture and cognition. In J. Wertsch (Ed.), Culture Communication and Cognition. Vygotskian Perspectives. Chicago: University of Chicago Press.Daniels, H. ( in press). The Interface between the Sociology of Practice and the Analysis of Talk in the Study of Change in Educational Settings. [On Line]. http://www.savingamericasyouth-itstime.com/Vygotsky_-_An_Evaluation.pdf.Duncker, K. ( 1938). Experimental modification of children's food preferences through social suggestion. Journal of Abnormal and Social Psychology, 33,489-507.Eckert, P & Mcconnell, S. (1995). Constructing meaning, constructing selves: Snapshots of language, gender and class from Belten Hig. Gender articulated: Arrangements of language and the socially constructed self. London and New York: Routledge. 469-507. [ on line ] http://www.stanford.edu/~eckert/PDF/ConstructingMeaning.pdf. taken in July 7 of 2011.Galligan, L (2008). Using Valsiner. In: 31st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA31), 28 June - 1 July 2008, Brisbane, Australia.Goos, M (2010). A Sociocultural Framework for Understanding Technology Integration in Secondary School Mathematics. http://www.pna.es/Numeros2/pdf/Goos2010A.pdfHassan, R (2001). Semiotic mediation and mental development in pluralistic s ocieties: some implications for tomorrow's schooling. http://lchc.ucsd.edu/mca/Paper/JuneJuly05/HasanSemMediation.pdf. Taken in June 25 of 2011.Holzman, L ( ) Vygostsky's Zone of Proximal Development: The Human Activity Zone. East Side Institute for Short Term Psychotherapy. [On Line] http://www.eastsideinstitute.org/Vygotsky_assets/Vygostskys%20Zone%20of%20Proxim al%20Development.pdfHussain, M; Monaghan,J & Threlfall, J. (2011) Extending Valsiner¿s zone theory to theorise student-teacher development. In C. Smith, (Ed.).Proceedings of the British Society for Research into Learning Mathematics 31(1). [En linea]. http://www.bsrlm.org.uk/IPs/ip31- 1/BSRLM-IP-31-1-01.pdf. Taken on June 1 of 2011.Josephs, I. E, Valsiner, J & Sugar, S. E (1999). The process of meaning construction. In J. Bandstatder and R.M Lerner (Eds.), Actions & self development (pp 257-282). Thousand Oaks, Ca.: Sage.Josephs, I. E & Valsiner, J (2007). Development Sicience Meets Culture: Cultural Developmental Psychology in the Making. European Journal of Developmental Science, No 1, Vol 1, 47-64.Langford, P. (2005). Vygotsky´s Developmental and Educational Psychology. Hove : Psychology Press.. [On Line] http://www.classjump.com/sideeg/documents/Vygotsky%20Educational%20Psychology. pdf. Consulted in June 29, 2011Lewis, M. (2000). The promise of dynamic systems approaches for an integrated account of human development. Child Development, 71(1), 36-43Maholmes, V (2001). Understanding Child Development as a Basis for Evaluating Partnerships. Publication Series No 3. [On line] http://www.temple.edu/lss/pdf/publications/pubs2001-3.pdf. Taken on July 4 of 2011.Marsico, G & Iannaccone, A. (in press). The Work of Schooling. In J Valsiner (Ed), The Oxford Handbook of Culture and Psychology. New York: Oxford. University Press.Miller, S (2010). Social-Cognitive Development in Early Childhood. Encyclopedia of Early Childhood Development. [On line] http://www.childencyclopedia.com/documents/MillerANGxp.pdf. Took On June 20 of 2011.Moghaddam,F; Novoa, C & Warren, Z (in press). In J Valsiner (Ed), The Oxford Handbook of Culture and Psychology. New York: Oxford. University Press.Molenaar, P. C. M., & Valsiner, J. (2008). How generalization works through the single case: A simple idiographic process analysis of an individual psychotherapy case. International Journal of Idiographic Science, 1, 1-13. [www.valsiner.com]. Reprinted in S. Salvatore, J. Valsiner, S. Strout-Yagodzinsky and J. Clegg (Eds.), YIS: Yearbook of Idiographic Science 2008. Vol. 1 (pp. 23-38). Rome: Fireira Publishing.Mulford, B. (2003). School leaders: changing roles and impact on teacher and school effectiveness. A paper commissioned by the Education and Training Policy Division, OECD, for the Activity Attracting, Developing and Retaining Effective Teacher. [On line] http://www.oecd.org/dataoecd/61/61/2635399.pdfToo on July 3 of 2011Pellegrini, A; Blatchford, P; Kato;K & Baines,E. (2003). A Short-term Longitudinal Study of Children¿s Playground Games in Primary School: Implications for Adjustment to School and Social Adjustment in the USA and the UK. [In Line] http://www.cehd.umn.edu/edpsych/hdl/docs/gamesUKUSSocDev.pdf.Riddel, E (1999). Lev Vygotsky´s Social Development Theory. http://members.iinet.net.au/~aamcarthur/4_Mar_2008_files/Vygotskys_Social_Developm ent_Theory.pdfRodríguez, L. (2009) Emergencia de la generalización inductiva en infantes. [Inductive generalization¿s emergence in infants] (Unpublished doctoral dissertation) Universidad del Valle, Cali, Colombia.Rodriguez, L. (2011) Speaking of One¿s Life: What can we learn from transcultural studies? Integrative Psychological and Behavioral Science, 45 (1) Taking in June 4 of 2011.Rodríguez,L; Giraldo,J; Obando,D; Romero, D; Mojica, A & Rodriguez, J. (2011 in press) Cognitive Planning and Everyday Practices: A case study.Sato, T, & Valsiner, J. (2010). Time in life and life in time: Between experiencing and accounting. Ritsumeikan Journal of Human Sciences, 20, 1, 79-92Smeenk, J; Leiner, R & Brainard, K (2008). A ¿Starter Kit¿ of Edible Flowers for the Garden and Table. Cooperative Extension Service. University of Alaska Fairbanks. [ On line] http://www.uaf.edu/ces/publications-db/catalog/anr/HGA-00137.pdf. Taking in July 1 of 2011Smith, L & Thelen , E (2003) Development as a dynamic system. TRENDS in Cognitive Sciences Vol.7 No.8 Department of Psychology, Program in Cognitive Science, Indiana. [On Line] Taking in June 30 of 2011. From http://psychology.stanford.edu/~jlm/pdfs/SmithThelen03TiCSDevAsDynamSys.pdf.Department of Psychology, Program in Cognitive Science, Indiana University, 1101 East 10th Street, Bloomington, IN 47405, US. TRENDS in Cognitive Sciences Vol.7 No.8 [On line] http://www.indiana.edu/~cogdev/labwork/dynamicsystem.pdf. Taking in July 3 of 2011Thelen, E., & Smith, L. B. (1994). A dynamical system approach to development of cognition and action. Cambridge, MA: MIT Press/Bradford Books.Thelen, E & Smith, L (2005). Dynamic Systems Theories. Chapter 6. Pp. 258- 308. [ On line ] http://www.indiana.edu/~cogdev/labwork/handbook.pdf. Taking in June 15 of 2011.Thomas, E, M. (2006). Readiness to Learn at School Among Five-year-old Children in Canada. Children and Youth Research Paper Series Catalogue no. 89-599-MIE ¿ No. 004. Ministry of Industry. [ On line ] http://www.statcan.gc.ca/pub/89-599-m/89-599-m2006004- eng.pdf Taking in June 29 of 2011.Valsiner, J. (1997). Culture and the development of children¿s actions: A theory of human development (2nd ed.). New York: Wiley.Valsiner, J. (1998). The guided mind: A sociogenetic approach to personality. Cambridge, MA: Harvard University PressValsiner, J. (2001) Process structure of semiotic mediation in human development. Human Development, 44, 84-97Valsiner, J. (2003). Beyond social Representations: A theory of Enablement. Papers on Social Rrepsentations, 12, padres 7.1-7.16. [On line] http://www.psych.lse.ac.uk/psr/PSR2003/12_07Val.pdf. Taken on 7 of July of 2011.Valsiner, J. (2004). El desarrollo de las teorías del desarrollo: la ¿Holliwoodización¿ de la ciencia y su impacto. Infancia y Aprendizaje, 2004, 27 (2) (p. 1-14)Valsiner, J. (2006). The semiotic construction of solitude: Processes of internalization and externalization. Sign Systems Studies 34.1,Valsiner, J (2007). Constructing the internal Infinity: Dialogic Structure Of The Internalization/ Externalization Process- A Commentary On Susswein, Bibok, and Carpendale´s ¿Reconceptualizing Internalization¿. International Journal for Dialogical Science, 2, 1, 207-221.[http://ijds.lemoyne.edu/journal/2_1/pdf/IJDS.2.1.13.Valsiner.pdf downloaded on May 23 of 2011.Valsiner, J. (2008). Ornamented Worlds and Textures of Feeling: The Power of Abundance. Critical Social Studies. No. 1. [On line] http://ojs.statsbiblioteket.dk/index.php/outlines/article/viewFile/1967/1757. Taken in July 7 of 2011.Valsiner, J. (2009). Posfacio: Sí, la mente es no lineal ¿y¿ ¿Qué sigue? [Yes, the mind is nonlinear -and- ¿What next?]. In R. Puche-Navarro (Comp.) ¿Es la mente no lineal? [¿Is the mind non lineal?] (p.142-145). Cali: Artes Graficas del Valle Editores.Van der Veer, R & Valsiner, J. (1994) The Vygotsky Reader. Oxford: Blackwell.van Geert, P. (1998) A dynamic systems model of basic developmental mechanisms: Piaget, Vygotsky and beyond. Psychological Review, 105 (4), 634¿677.van Geert, P., & van Dijk, M. (2002) Focus on variability: New tools to study intra-individual variability in developmental data. Infant Behavior & Development, 25, 340-374.Voelklein, C & Howard, C (2005). A review of controversies about social representations theory: a British debate. Culture and psychology, 11 (4). pp. 431-454. [On line] http://eprints.lse.ac.uk/2439/1/Review_of_controversies_(LSERO).pdf Taken on July 7 of 2011.Worthman, S. (2001) Interactionally Situater Cognition: A Classroom Example. GDE Publications. Garuate School of Education. University of pensilvania. Postprint version. Published in Cognitive Science, Volume 25, Issue 1, January 2001, pages 37-66. Publisher URL: http://dx.doi.org/10.1207/s15516709cog2501_3https://hdl.handle.net/10818/1303142237TE00006Universidad de la SabanaIntellectum Repositorio Universidad de la SabanaopenAccesshttp://purl.org/coar/access_right/c_abf2spaoai:intellectum.unisabana.edu.co:10818/13032025-12-15T16:57:51Z

Publicaciones similares