| 000 | 03123cam a22004334i 4500 | ||
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_c564 _d564 |
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| 001 | 17432662 | ||
| 003 | OSt | ||
| 005 | 20180730111228.0 | ||
| 008 | 120816s2013 enka b 000 0 eng | ||
| 010 | _a 2012031865 | ||
| 020 | _a9781107028647 | ||
| 040 |
_aDLC _beng _cDLC _erda _dADEM |
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| 042 | _apcc | ||
| 050 | 0 | 0 |
_aHQ772 _b.H415 2013 |
| 082 | 0 | 0 |
_a305.231 _223 |
| 084 |
_aPSY039000 _2bisacsh |
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| 100 | 1 | _aHedegaard, Mariane. | |
| 245 | 1 | 0 |
_aPlay, learning, and children's development : _beveryday life in families and transition to school / _cMariane Hedegaard, University of Copenhagen; Marilyn Fleer, Monash University. |
| 264 | 1 |
_aCambridge : _bCambridge University Press, _c2013. |
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| 300 |
_aviii, 231 pages : _billustrations ; _c24 cm |
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| 336 |
_atext _2rdacontent |
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| 337 |
_aunmediated _2rdamedia |
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| 338 |
_avolume _2rdacarrier |
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| 504 | _aIncludes bibliographical references (p. 219-226). | ||
| 505 | 8 | _aMachine generated contents note: Foreword; Part I. A Wholeness Approach to the Study of Children's Everyday Life: 1. Children's social situation and their activities in everyday settings; 2. The conditions that family practices create for children's learning and development; 3. Societal conditions shape family practices; Part II. Family Activity Settings: 4. Morning routines in families; 5. Walking to school ; 6. Afterschool settings and homework activities; 7. Relaxing at home - unstructured times in families; 8. The afterschool period - outdoor play at home; 9. Evening meals; 10. Bedtime routines; Part III. Children Entering School Practices and Participating in Different Settings: 11. Entering into school practice; 12. How schools create conditions for being a successful school child; Part IV. Learning, Play, and Children's Development: 13. Children's everyday life in families and across into school. | |
| 520 |
_a"This book explores the dynamics in children's everyday lives as they move between school and the family, with particular consideration of how children's motives change in response new challenges. Professors Mariane Hedegaard and Marilyn Fleer follow four children, two from Australia and two from Denmark, over a twelve-month period. Using these case studies, they show how children's everyday activities, play, and the demands of both family and educational contexts influence their learning and development" -- _cProvided by publisher. |
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| 650 | 0 | _aChild development. | |
| 650 | 0 | _aFamilies. | |
| 650 | 0 | _aPlay. | |
| 650 | 0 | _aLearning. | |
| 650 | 7 |
_aPSYCHOLOGY / Developmental / General. _2bisacsh |
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| 700 | 1 | _aFleer, Marilyn. | |
| 856 | 4 | 2 |
_3Contributor biographical information _uhttp://www.loc.gov/catdir/enhancements/fy1215/2012031865-b.html |
| 856 | 4 | 1 |
_3Table of contents only _uhttp://www.loc.gov/catdir/enhancements/fy1215/2012031865-t.html |
| 856 | 4 | 2 |
_3Publisher description _uhttp://www.loc.gov/catdir/enhancements/fy1304/2012031865-d.html |
| 906 |
_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg |
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| 942 |
_2ddc _cBK |
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