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

64 páginas.

Autores:
Mojica Arango, Ana Maria
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:
http://hdl.handle.net/10818/1303
Palabra clave:
Educación preescolar-Aspectos psicológicos
Valores sociales-Educación
Sistemas de enseñanza
Análisis del proceso de interacción en educación
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License
http://purl.org/coar/access_right/c_abf2
id REPOUSABA2_b1e59dda458933a0697fc1bf9d7e4113
oai_identifier_str oai:intellectum.unisabana.edu.co:10818/1303
network_acronym_str REPOUSABA2
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.creator.fl_str_mv Mojica Arango, Ana Maria
dc.contributor.advisor.none.fl_str_mv Rodríguez Burgos, Lilian Patricia
dc.contributor.author.none.fl_str_mv Mojica Arango, Ana Maria
dc.subject.es_CO.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.created.none.fl_str_mv 2007
dc.date.issued.none.fl_str_mv 2007
2012-03-06
dc.date.accessioned.none.fl_str_mv 2012-03-06T22:26:02Z
dc.date.available.none.fl_str_mv 2012-03-06T22:26:02Z
dc.type.es_CO.fl_str_mv bachelorThesis
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.local.none.fl_str_mv Tesis de pregrado
dc.type.hasVersion.none.fl_str_mv publishedVersion
dc.identifier.citation.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
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/10818/1303
dc.identifier.local.none.fl_str_mv 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
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dc.publisher.department.none.fl_str_mv Facultad de Psicología
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spelling Rodríguez Burgos, Lilian PatriciaMojica Arango, Ana MariaPsicólogo2012-03-06T22:26:02Z2012-03-06T22:26:02Z20072012-03-062007Abdul, 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_3http://hdl.handle.net/10818/1303142237TE0000664 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 PsicologíaUniversidad de la SabanaIntellectum Repositorio Universidad de la SabanaEducación preescolar-Aspectos psicológicosValores sociales-EducaciónSistemas de enseñanzaAnálisis del proceso de interacción en educaciónPromoting values and concepts in preschool Context: an analysis of a cooking lessonbachelorThesisTesis de pregradopublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_7a1fspahttp://purl.org/coar/access_right/c_abf2ORIGINALAna Maria Mojica Arango.docx.pdfAna Maria Mojica Arango.docx.pdfVer documento PDFapplication/pdf297675https://intellectum.unisabana.edu.co/bitstream/10818/1303/1/Ana%20Maria%20Mojica%20Arango.docx.pdf79c2d7997eed39a2909dc04893ae99e9MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-8498https://intellectum.unisabana.edu.co/bitstream/10818/1303/2/license.txtf52a2cfd4df262e08e9b300d62c85cabMD52TEXTAna Maria Mojica Arango.docx.pdf.txtAna Maria Mojica Arango.docx.pdf.txtExtracted Texttext/plain100261https://intellectum.unisabana.edu.co/bitstream/10818/1303/3/Ana%20Maria%20Mojica%20Arango.docx.pdf.txt469deb73f663a16467ac6ecf35b8172aMD5310818/1303oai:intellectum.unisabana.edu.co:10818/13032022-10-19 12:55:45.158Intellectum Universidad de la Sabanacontactointellectum@unisabana.edu.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