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OverviewThis book draws on extensive research to provide a ground-breaking new account of the relationship between dialogue and children’s learning development. It closely relates the research findings to real-life classrooms, so that it is of practical value to teachers and students concerned that their children are offered the best possible learning opportunities. The authors provide a clear, accessible and well-illustrated case for the importance of dialogue in children's intellectual development and support this with a new and more educationally relevant version of socio-cultural theory, which explains the fascinating relationship between dialogues and learning. In educational terms, a sociocultural theory that relates social, cultural and historical processes, interpersonal communication and applied linguistics, is an ideal way of explaining how school experience helps children learn and develop. By using evidence of how the collective construction of knowledge is achieved and how engagement in dialogues shapes children's educational progress and intellectual development, the authors provide a text which is essential for educational researchers, postgraduate students of education and teachers, and is also of interest to many psychologists and applied linguists. Full Product DetailsAuthor: Neil Mercer , Karen Littleton (The Open University, UK)Publisher: Taylor & Francis Ltd Imprint: Routledge Edition: New edition Dimensions: Width: 15.60cm , Height: 1.10cm , Length: 23.40cm Weight: 0.280kg ISBN: 9780415404792ISBN 10: 0415404797 Pages: 176 Publication Date: 28 June 2007 Audience: College/higher education , General/trade , Tertiary & Higher Education , General Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of Contents1. Why Dialogue? 2. Learning to Collaborate, Collaborating to Learn 3. Language for Getting Things Done 4. Studying Thinking and its Development as Situated Dialogue 5. A Dialogic Theory of Learning and Development 6. Children Actively Make Sense of Their World...but They Need Guidance to Do So 7. ConclusionsReviewsAuthor InformationNeil Mercer is Professor of Education at the University of Cambridge, UK. . Karen Littleton is Professor of Psychology in Education at The Open University, UK. Tab Content 6Author Website:Countries AvailableAll regions |
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