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Details van artikel 5 van 16 gevonden artikelen
| Titel: |
Dialogic teaching: developing thinking and metacognition through philosophical discussion |
| Auteur: |
Fisher, Robert |
| Verschenen in: |
Early child development and care |
| Paginering: | Jaargang 177 (2007) nr. 6-7 pagina's 615-631 |
| Jaar: |
2007-08 |
| Inhoud: |
This paper explores the important relationship between dialogue and cognitive and metacognitive development in young children. The characteristics of dialogue are identified and a case is presented for involving young children in talking to think through philosophical discussion. The paper provides a theoretical context for kinds of metacognitive development that it defines as 'me-cognition'. It draws on classroom research, including the Philosophy in Primary Schools research project, to describe how the theory and practice of dialogue can be used to develop cognition and 'me-cognition' in young children. It concludes that dialogic enquiry is a primary thinking skill from which other skills follow, that Philosophy for Children approaches provide effective methods for dialogic teaching that can support and develop children's capacities for cognition and metacognition. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 5 van 16 gevonden artikelen
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