Культурно-историческая психология
2015. Том 11. № 3. С. 75–85
doi:10.17759/chp.2015110307
ISSN: 1816-5435 / 2224-8935 (online)
Призмы концепций: опыт анализа исследования в области дошкольного образования с точки зрения трех различных подходов
Аннотация
Общая информация
Ключевые слова: дошкольный возраст, исследовательские позиции, феноменография, конверсационный анализ, культурно-историческая психология
Рубрика издания: Теория и методология
Тип материала: научная статья
DOI: https://doi.org/10.17759/chp.2015110307
Для цитаты: Ирвин С., Дэвидсон К., Вересов Н.Н., Адамс М., Деви А. Призмы концепций: опыт анализа исследования в области дошкольного образования с точки зрения трех различных подходов // Культурно-историческая психология. 2015. Том 11. № 3. С. 75–85. DOI: 10.17759/chp.2015110307
Фрагмент статьи
The first finding from the data sets shows that there are two different parental perspectives, which provide varied social situations for the children. Parent 1 uses the term "I" consistently and analysis supports Irvine's [12] finding that he is an individual consumer. Parent 2 consistently uses the term "we" and "community" and analysis suggests she is a social activist. These different parental perspectives afford different paths of development for each child. According to Vygotsky [26], these two situations provide different developmental trajectories where development is a dialectical process, as the social becomes the individual. However, it is not possible to provide a conclusion concerning all of the dynamic changes that occur in the child's development, as the data set is limited.
Литература
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