Children's perspectives as 'touch downs' in time: assessing and developing children's understanding simultaneously

被引：15
|
作者：
Samuelsson, Ingrid [1 ,2 ]
Pramling, Niklas [1 ,3 ]
机构：
[1] Gothenburg Univ, Dept Educ, Gothenburg, Sweden
[2] Gothenburg Univ, Dept Educ, Early childhood Educ, Gothenburg, Sweden
[3] Gothenburg Univ, Dept Educ, Educ Sci, Gothenburg, Sweden
来源：
EARLY CHILD DEVELOPMENT AND CARE | 2009年 / 179卷 / 02期
基金：
瑞典研究理事会;
关键词：
assessment; children's perspectives; development; preschool;
D O I：
10.1080/03004430802667039
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
In this article, getting access to children's perspectives is presented as a prerequisite for assessing as well as developing children's understanding. Children's perspectives are analysed through examples taken from three domains of knowledge: music, mathematics and nature. The issues of assessing and developing children's knowledge are discussed against this empirical background. It is argued that children's perspectives are pivotal to both these educational objectives.
引用
收藏
页码：205 / 216
页数：12
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