東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Visual modelling as means for cognit...

Veraksa, N. E.

Linked to FindBook

Google Book

Amazon

博客來

Visual modelling as means for cognitive and emotional development of children = international perspectives /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Visual modelling as means for cognitive and emotional development of children/ edited by Nikolay Veraksa.
Reminder of title:	international perspectives /
other author:	Veraksa, N. E.
Published:	Cham :Springer Nature Switzerland : : 2025.,
Description:	x, 185 p. :ill. (some col.), digital ;24 cm.
[NT 15003449]:	Chapter 1. Introduction -- Chapter 2. Project-based activity and play: impact on child development -- Chapter 3. Children's Drawings as a model of the Preschooler's position in Family Relationships System: A Psychological Perspective -- Chapter 4. The semiotic mediation of children's modeling: The example of 9- to 10-year-old's physics reasoning -- Chapter 5. Mapping, orienting, and addressing: Children making and reading maps -- Chapter 6. The effectiveness of different types of sign/symbol mediation in teaching elementary mathematical concepts to older preschoolers with varying levels of executive function -- Chapter 7. The use of sensory ethalons and visual models by modern older preschoolers and their peers in the last third of the twentieth century -- Chapter 8. Play plans as cultural tools: Children taking control of their play in Tools of the Mind classrooms -- Chapter 9. The problem of visual modelling and self-regulation development in early childhood -- Chapter 10. L. Venger's Contribution to the Solution of the Problem of School Readiness.
Contained By:	Springer Nature eBook
Subject:	Early childhood education - Psychological aspects. -
Online resource:	https://doi.org/10.1007/978-3-032-06246-8
ISBN:	9783032062468

Visual modelling as means for cognitive and emotional development of children = international perspectives /
Visual modelling as means for cognitive and emotional development of childreninternational perspectives /[electronic resource] :edited by Nikolay Veraksa. - Cham :Springer Nature Switzerland :2025. - x, 185 p. :ill. (some col.), digital ;24 cm. - Early childhood research and education: an inter-theoretical focus,v. 82946-6105 ;. - Early childhood research and education: an inter-theoretical focus ;v. 8..

Chapter 1. Introduction -- Chapter 2. Project-based activity and play: impact on child development -- Chapter 3. Children's Drawings as a model of the Preschooler's position in Family Relationships System: A Psychological Perspective -- Chapter 4. The semiotic mediation of children's modeling: The example of 9- to 10-year-old's physics reasoning -- Chapter 5. Mapping, orienting, and addressing: Children making and reading maps -- Chapter 6. The effectiveness of different types of sign/symbol mediation in teaching elementary mathematical concepts to older preschoolers with varying levels of executive function -- Chapter 7. The use of sensory ethalons and visual models by modern older preschoolers and their peers in the last third of the twentieth century -- Chapter 8. Play plans as cultural tools: Children taking control of their play in Tools of the Mind classrooms -- Chapter 9. The problem of visual modelling and self-regulation development in early childhood -- Chapter 10. L. Venger's Contribution to the Solution of the Problem of School Readiness.

This book acquaints readers with the principles and the possibilities of using visual models in the education of young children. Educational projects that use visual models as effective psychological tools that allow the child to develop abilities are very limited. Visual models can be used as a means for cognitive development, regulation of behavior, organization of productive activities, and for solving creative problems. The research in the field of cognitive development of preschoolers was greatly influenced by the works of L.S. Vygotsky, J. Piaget, and their followers. L.S. Vygotsky understood the general line of the development of children's consciousness as the transition from social plane to psychological one and related it to the mastering of cultural means, such as visual models. L. A. Venger considered a child's drawing as a visual model of an object; in construction activity, the child creates models of real structures from various blocks. All this served as the necessary basis for the use of visual models in the organization of educational processes in preschool institutions. Visual models can contribute to the enrichment of play activity and the development of thinking, visual-spatial activity, as well as the development of imagination. Studies have also identified the benefits of using visual models in work with children with special needs. This book provides a great resource for students, specialists, practitioners and researchers.

ISBN: 9783032062468

Standard No.: 10.1007/978-3-032-06246-8doiSubjects--Topical Terms:

588854
Early childhood education
--Psychological aspects.

LC Class. No.: LB1139.23

Dewey Class. No.: 372.21019

Visual modelling as means for cognitive and emotional development of children = international perspectives /
LDR:03673nmm a22003375a 4500 001 2422236
003 DE-He213
005 20251122120401.0
006 m d
007 cr nn 008maaau
008 260505s2025 sz s 0 eng d
020 $a 9783032062468 $q (electronic bk.)
020 $a 9783032062451 $q (paper)
024 7 $a 10.1007/978-3-032-06246-8 $2 doi
035 $a 978-3-032-06246-8
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1139.23
072 7 $a JNC $2 bicssc
072 7 $a EDU009000 $2 bisacsh
072 7 $a JNC $2 thema
082 0 4 $a 372.21019 $2 23
090 $a LB1139.23 $b .V834 2025
245 0 0 $a Visual modelling as means for cognitive and emotional development of children $h [electronic resource] : $b international perspectives / $c edited by Nikolay Veraksa.
260 $a Cham : $b Springer Nature Switzerland : $b Imprint: Springer, $c 2025.
300 $a x, 185 p. : $b ill. (some col.), digital ; $c 24 cm.
490 1 $a Early childhood research and education: an inter-theoretical focus, $x 2946-6105 ; $v v. 8
505 0 $a Chapter 1. Introduction -- Chapter 2. Project-based activity and play: impact on child development -- Chapter 3. Children's Drawings as a model of the Preschooler's position in Family Relationships System: A Psychological Perspective -- Chapter 4. The semiotic mediation of children's modeling: The example of 9- to 10-year-old's physics reasoning -- Chapter 5. Mapping, orienting, and addressing: Children making and reading maps -- Chapter 6. The effectiveness of different types of sign/symbol mediation in teaching elementary mathematical concepts to older preschoolers with varying levels of executive function -- Chapter 7. The use of sensory ethalons and visual models by modern older preschoolers and their peers in the last third of the twentieth century -- Chapter 8. Play plans as cultural tools: Children taking control of their play in Tools of the Mind classrooms -- Chapter 9. The problem of visual modelling and self-regulation development in early childhood -- Chapter 10. L. Venger's Contribution to the Solution of the Problem of School Readiness.
520 $a This book acquaints readers with the principles and the possibilities of using visual models in the education of young children. Educational projects that use visual models as effective psychological tools that allow the child to develop abilities are very limited. Visual models can be used as a means for cognitive development, regulation of behavior, organization of productive activities, and for solving creative problems. The research in the field of cognitive development of preschoolers was greatly influenced by the works of L.S. Vygotsky, J. Piaget, and their followers. L.S. Vygotsky understood the general line of the development of children's consciousness as the transition from social plane to psychological one and related it to the mastering of cultural means, such as visual models. L. A. Venger considered a child's drawing as a visual model of an object; in construction activity, the child creates models of real structures from various blocks. All this served as the necessary basis for the use of visual models in the organization of educational processes in preschool institutions. Visual models can contribute to the enrichment of play activity and the development of thinking, visual-spatial activity, as well as the development of imagination. Studies have also identified the benefits of using visual models in work with children with special needs. This book provides a great resource for students, specialists, practitioners and researchers.
650 0 $a Early childhood education $x Psychological aspects. $3 588854
650 0 $a Play. $3 518621
650 0 $a Visual education. $3 560102
650 0 $a Child development. $3 515512
650 1 4 $a Educational Psychology. $3 1005868
650 2 4 $a Early Childhood Education. $3 2210091
650 2 4 $a Cognitive Development. $3 3600236
650 2 4 $a Study and Learning Skills. $3 3226907
650 2 4 $a International and Comparative Education. $3 1001896
650 2 4 $a Digital Education and Educational Technology. $3 3538616
700 1 $a Veraksa, N. E. $3 3604312
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer Nature eBook
830 0 $a Early childhood research and education: an inter-theoretical focus ; $v v. 8. $3 3803862
856 4 0 $u https://doi.org/10.1007/978-3-032-06246-8
950 $a Education (SpringerNature-41171)