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.
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页码：205 / 216
页数：12
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