Educating the Developing Mind

A Developmental Theory of Instruction
1. Auflage 2024
ISBN: 978-1-032-03476-8
Verlag: Routledge

Buch, Englisch, 278 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 430 g

A must-read for anyone working within education or intellectual development, Educating the Developing Mind introduces and integrates classical and modern research with the theory of the developing mind, creating a robust theory of learning and instruction. Drawing on the theories of Piaget, Bruner, and Vygotsky, coupled with 40 years of empirical research, this book highlights the importance of individual and social construction in learning and proposes a robust framework and methodology for teaching and strengthening learner cognitive processes.

Filled with subject-specific research, this essential book highlights how cognitive development takes place and advocates a guided constructive approach to teaching. Topics explored span from the individual learner to the wider educational community, including but not limited to:

- Development of the mind

- Personality and individuality

- The brain

- Predicting school performance

- Measuring and improving intelligence

- Problem-solving skills

- Language

This is an essential read for anyone working within education who wants to better understand the cognitive processes involved in the developing mind and to improve learning and instruction within their school, college, or university.

Zielgruppe

Postgraduate, Professional Practice & Development, Professional Reference, and Professional Training

Autoren/Hrsg.

Demetriou, Andreas

Spanoudis, George

Greiff, Samuel

Kazi, Smaragda

Panaoura, Rita

Vainikainen, Mari-Pauliina

Makris, Nikolaos

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

1. Introduction 2. Architecture 3. Development 4. Personality 5. Individuals 6. Brains 7. Predicting School Performance 8. Increasing Intelligence 9. Developmental Priorities in Education 10. Problem Solving 11. Learning in Specific Domains 12. Language 13. Mathematics 14. Learning Difficulties 15. Contextual Perspectives 16. Learning from 1750 to 2050

Über Autor(innen)

Andreas Demetriou is Professor Emeritus of Psychology of the University of Cyprus and the University of Nicosia and currently the President of the Cyprus Academy of Science, Letters, and Arts.

George Spanoudis is Professor of Psychology at the Department of Psychology of the University of Cyprus.

Samuel Greiff is head of research group, principal investigator, and Full Professor of Educational Assessment and Psychology at University of Luxembourg.

Rita Panaoura is Professor in Mathematics Education and Dean of the School of Education and Social Sciences at Frederick University, Cyprus.

Mari-Pauliina Vainikainen is Professor of Learning and Teaching at the Faculty of Education and Culture at Tampere University in Finland.

Smaragda Kazi is Professor of Development Psychology at the Department of Panteion University of Social and Political Sciences, Athens, Greece.

Nikolaos Makris is Professor of Cognitive Psychology at the Department of Primary Education, Democritus University of Thrace, Greece.