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Teaching in Early Childhood: Time to Merge Constructivist Views so Learning through Play Equals Teaching through Play
14 references·0 citing·43 second hop
Teaching in Early Childhood: Time to Merge Constructivist Views so Learning through Play Equals Teaching through Play (2000)Teaching in Early Childhood: Time to Merg…The Beginnings of Collaboration in Peer Interaction (2010)The Beginnings of Collaborati…Beyond the Individual-Social Antinomy in Discussions of Piaget and Vygotsky (2010)Beyond the Individual-Social …Play and pedagogy in early childhood: Bending the rules (1999)Play and pedagogy in early ch…Abilities Are Forms of Developing Expertise (1998)Abilities Are Forms of Develo…Teaching through play : teachers' thinking and classroom practice (1997)Teaching through play : teach…Deconstructing “child development knowledge” and “teacher preparation” (1996)Deconstructing “child develop…Scaffolding Children's Learning: Vygotsky and Early Childhood Education (1995)Scaffolding Children's Learni…The Advancement of Learning (1994)The Advancement of LearningWhat Is Missing in the Metaphor of Scaffolding? (1993)What Is Missing in the Metaph…Commentary Time to Merge Vygotskian and Constructivist Conceptions of Knowledge Acquisition (1993)Commentary Time to Merge Vygo…Changing Faces: The Early Childhood Profession in Australia. (1992)Changing Faces: The Early Chi…Developmentally Appropriate Practice (1991)Developmentally Appropriate P…Apprenticeship in Thinking (1990)Apprenticeship in ThinkingMind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…Experience and Education (1986)Voices of the Mind: A Sociocultural Approach to Mediated Action (1991)Distributed cognitions : psychological and educational considerations (1997)Exploring foundations for computer-supported collaborative learning (2002)The Self in Cultural-Historical Activity Theory (2004)Vygotsky's philosophy: Constructivism and its criticisms examined (2005)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Intelligence as Developing Expertise (1999)Self-Efficacy: The Exercise of Control (1999)The Predictive Value of IQ (2001)The relationship between academic and practical intelligence: a case study in Kenya (2001)Power/Knowledge: Selected Interviews and Other Writings 1972-1977 (1980)The reflective practitioner: How professionals think in action (1984)The Reflective Practitioner: How Professionals Think in Action (1985)Developmentally Appropriate Practice is for Everyone (1998)New Directions: Charting the Paths for the Role of Sociocultural Theory in Early Childhood Education and Curriculum (2003)A Call for Onto-Epistemological Diversity in Early Childhood Education and Care: Centering Global South Conceptualizations of Childhood/s (2017)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)What video games have to teach us about learning and literacy (2003)Problem-Based Learning: What and How Do Students Learn? (2004)What Video Games Have to Teach Us about Learning and Literacy (2004)SOCIAL VALIDITY: THE CASE FOR SUBJECTIVE MEASUREMENT or HOW APPLIED BEHAVIOR ANALYSIS IS FINDING ITS HEART 1 (1978)Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (1987)Inclusion of young children with special needs in early childhood education: The research base (1998)An Intervention Hierarchy for Promoting Young Children's Peer Interactions in Natural Environments (2001)Preschool inclusion in the United States: a review of research from an ecological systems perspective (2004)Education and Treatment of Children (2008)Private speech in two preschools: Significance of open-ended activities and make-believe play for verbal self-regulation (1998)Guided interaction in pre‐school settings (2007)Reconceptualising Play and Learning in the Lives of Young Children (2011)Educational effects of the Tools of the Mind curriculum: A randomized trial (2008)How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms (2009)Guided Play: Where Curricular Goals Meet a Playful Pedagogy (2013)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Qualitative Analysis for Social Scientists (1987)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)On Two Metaphors for Learning and the Dangers of Choosing Just One (1998)Culture and systems of thought: Holistic versus analytic cognition. (2001)Educational Leadership (2003)Meeting the Challenge of Mathematics Reform for Students with LD (2002)A REVIEW OF EMPIRICAL EVIDENCE ON SCAFFOLDING FOR SCIENCE EDUCATION (2011)Supporting teachers in taking up productive talk moves: The long road to professional learning at scale (2017)
this work references cited by second hop

References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 1990Apprenticeship in Thinking4,706 cited
  • 1994The Advancement of Learning749 cited
  • 1995Scaffolding Children's Learning: Vygotsky and Early Childhood Education674 cited
  • 2010Beyond the Individual-Social Antinomy in Discussions of Piaget and Vygotsky458 cited
  • 1998Abilities Are Forms of Developing Expertise324 cited
  • 1991Developmentally Appropriate Practice203 cited
  • 1997Teaching through play : teachers' thinking and classroom practice196 cited
  • 1993What Is Missing in the Metaphor of Scaffolding?124 cited
  • 1996Deconstructing “child development knowledge” and “teacher preparation”122 cited
  • 1993Commentary Time to Merge Vygotskian and Constructivist Conceptions of Knowledge Acquisition115 cited
  • 1999Play and pedagogy in early childhood: Bending the rules110 cited
  • 2010The Beginnings of Collaboration in Peer Interaction96 cited
  • 1992Changing Faces: The Early Childhood Profession in Australia.23 cited

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