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020 _a113700925X
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020 _a9781137009258
_qpbk (alk. paper)
035 _a(ATU)b14078211
035 _a(OCoLC)840937640
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050 0 0 _aLB1507
_b.G85 2013
082 0 0 _a372.210954
_223
100 1 _aGupta, Amita,
_d1959-
_eauthor.
_9824268
245 1 0 _aEarly childhood education, postcolonial theory, and teaching practices and policies in India :
_bbalancing Vygotsky and the Veda /
_cAmita Gupta.
250 _aRevised edition.
264 1 _aNew York :
_bPalgrave Macmillan,
_c2013.
264 4 _c©2013
300 _axxii, 254 pages ;
_c24 cm
336 _atext
_btxt
_2rdacontent
337 _aunmediated
_bn
_2rdamedia
338 _avolume
_bnc
_2rdacarrier
500 _aFirst edition published in 2006.
504 _aIncludes bibliographical references and index.
505 0 0 _g1.
_tConceptualizing and setting the stage --
_g2.
_tThe sociocultural context of education : core concepts of the philosophy underlying the Indian worldview --
_g3.
_tEducational systems in India : past and present --
_g4.
_tAims of education contextualized within the sociocultural context of urban India --
_g5.
_tImage of the teacher : roles and responsibilities of the early childhood teacher within an Indian context --
_g6.
_tImage of the child : what is developmentally and socially appropriate for children growing up in Indian society? --
_g7.
_tLearning to teach : a sociocultural-historical constructivist theory of teaching --
_g8.
_tLarge class size in India : contextualizing and demystifying the challenges --
_g9.
_tThe early childhood curriculum : socioculturally constructed and enacted in the postcolonial third space --
_g10.
_tA postcolonial model for aligning early childhood teacher education and classroom practice : balancing Vygotsky and the Veda --
_g11.
_tPostcolonial research in early childhood education : reflecting on the process --
_g12.
_tEpilogue : current trends in policy and practice.
520 _a"Conceptualized within a socio-cultural constructivist and postcolonial paradigm, this book explores a definite tension between 'Western' theories of child development and the 'Indian' ways of being and thinking. It also provides a richly descriptive and relatively unexamined account of the culturally complex relationship that exists in urban India between formal teacher education programs, national policies, early childhood classrooms, and the urban, middle-class experiences of children and early childhood teachers. The hallmark features of this book lie in the rich examples, research anecdotes, and postcolonial perspectives on the voices of teachers explicitly describing their classroom practice." Publisher's website.
650 0 _aEducation, Primary
_xSocial aspects
_zIndia
_9794884
650 0 _aConstructivism (Education)
_9326293
650 0 _aPostcolonialism
_9328809
907 _a.b14078211
_b22-08-17
_c28-10-15
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