Noting that conversation between adults and young children is a well-known stimulus to language development, but that conversation is seldom fully used in the classroom, this paper argues that conversations can and should be used more. It presents a range of research findings and classroom examples to support that argument. Chapter 1 examines the role of talk in the learning process and chapter 2 discusses Vygotsky's theory of sign operations and cognitive development. Chapter 3 explains Bruner's thesis of a Language Acquisition Support System. Examples of literacy activities in the classroom are presented in chapter 4. Chapter 5 examines the role of teacher-child conversation in the development of writing skills in a study of children during their first formal year of schooling. Chapter 6 offers an example of how a young child uses spoken language to control such mental processes as attention and memory and uses these skills in the process of learning written language. The final chapter proposes that teachers develop a familiarity with their students that is tied to classroom activities and situations in order to encourage more productive types of talk in the educational setting. (TJQ)
This book presents an account of literacy learning based on what effective teachers and learners actually do. It demonstrates how literacy develops in social and communicative exchanges. Learning to be literate - - like all learning -- involves negotiating meanings with others, through whom learners clarify, confirm and expand their understandings of literacy and how they can use it. This approach demands a focus on learning itself, rather than on the alleged complexity of written language. Failure to learn is due to failure in communication and this book establishes a framework to enhance the understandings required of children learning to read. The book draws on videotaped research during literacy sessions in Australian schools and is principally addressed to primary teachers. It will also interest academics and teacher educators. This account of how children learn to be literate breaks new ground by presenting an account of literacy learning based on what effective teachers and learners actually do. The book demonstrates how literacy develops in social and communicative exchanges. Learning to be literate - like all learning - involves negotiating meanings with others, through whom learners clarify, confirm and expand their understandings of literacy and how they can use it. This approach demands a focus on learning itself, rather than on the alleged complexity of written language. Failure to learn is due to failure in communication and this book establishes a framework to enhance the understandings required of children learning to read. Based on videotaped research during literacy sessions in Australian schools, Understanding Literacy Development records the practice of three experienced teachers working in different schools, all of who use similar techniques in their classrooms. There is a class of 5-year olds, a class of 9-year olds, and a class in a special school of children with emotional and personality disorders. In each, the teachers' engagement with the students as they set about writing is recorded and analyzed so that we can see what succeeds, why, and how these approaches can be adopted in primary classrooms. Designed mainly for primary teachers, this book will also interest academics, teacher educators and students, and teachers of children with special needs.
In 1747, the city of Kerman in Persia burned amidst chaos, destruction and death perpetrated by the city's own overlord, Nader Shah. After the violent overthrow of the Safavid dynasty in 1722 and subsequent foreign invasions from all sides, Persia had been in constant turmoil. One well-appointed house that belonged to the East India Company had been saved from destruction by the ingenuity of a Company servant, Danvers Graves, and his knowledge of the Company's privileges in Persia. This book explores the lived experience of the Company and its trade in Persia and how it interacted with power structures and the local environment in a time of great upheaval in Persian history. Using East India Company records and other sources, it charts the role of the Navy and commercial fleet in the Gulf, trade agreements, and the experience of Company staff, British and non-British living in and navigating conditions in 18th-century Persia. By examining the social, commercial and diplomatic history of this relationship, this book creates a new paradigm for the study of Early Modern interactions in the Indian Ocean.
This book, first published in 1998, is an original and comprehensive study of a key period of Russian history, between the success of the autocracy in retaining power in the 1905 Revolution and the debacle of the Tsar’s crushing defeat in 1917. Focusing on Stolypin, Prime Minister between 1906–11, the study explores tsarism’s final attempt to reform Russia. Stolypin seized the opportunity to drive through a programme which would have transformed the social and political structure of Imperial Russia by promoting the development of an independent peasantry and reducing the authority of the traditional elites. The book analyses the weakness of the new parliamentary system and the continuing influence of the traditional elites.
This eye-opening book explores the need for, and how to successfully organize, community mental health teams that provide in-home care and treatment for people experiencing mental health difficulties, particularly those suffering with psychosis. With an emphasis on community-based care and democratic psychiatry, the book presents two paradigm shifts necessary to bring mental healthcare directly into the community. The first is shifting perceptions from thinking of patients to recognizing those in need of care as members of the public moving away from a biomedical diagnostic approach. The second shift is the provision of support for the community environment, its families, friends, and neighbours to pave the way for hospitableness towards people with mental health issues in a way that encourages compassion, empathy, and a respect for differences. Through clinical case material, anthropological and phenomenological methods, and personal experience in community-based care, Peter Dierinck presents new models for sheltered housing and innovative ways for struggling individuals to secure paid work within a community system. Community-based Mental Healthcare for Psychosis is important reading for psychiatric professionals, clinicians, social workers, caregivers, and all mental health professionals looking after psychiatric patients with complex care needs.
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