Author(s): Margaret Robertson, Rodney Gerber
Year: 2000
Language: English
Pages: 300
Preliminaries......Page 1
Contents......Page 6
CHAPTER 1: CHILDREN AND EVERYDAY COGNITION......Page 24
CHAPTER 2: ENVIRONMENTAL COGNITION FOR CHILDREN’S LEARNING......Page 43
CHAPTER 3: TOWARDS A GLOBAL VIEW......Page 59
CHAPTER 4: PHILOSOPHY FOR CHILDREN......Page 81
CHAPTER 5: CHILDREN’S LIFE-WORLDS......Page 106
CHAPTER 6: INFORMATION TECHNOLOGY IN......Page 128
CHAPTER 7: IDENTITY-BUILDING......Page 150
CHAPTER 8: EXPLORING GENDER DIFFERENCES IN CHILDREN’S MEMORIES OF PLACE......Page 169
CHAPTER 9: CHILDREN’S THINKING ABOUT GRAPHICS......Page 195
CHAPTER 10: CHILDREN’S UNDERSTANDING OF COMPLEX GRAPHIC REPRESENTATIONS......Page 212
CHAPTER 11: HELPING CHILDREN TO ANALYSE A CHANGING WORLD......Page 233
CHAPTER 12: PATTERNS AND RELATIONSHIPS IN VISUAL-SPATIAL THINKING......Page 251
CHAPTER 13: ‘I HAVEN’T FULLY DISCOVERED IT YET’......Page 277
CHAPTER 14: DEVELOPING SPATIAL INDEPENDENCE AMONG CHILDREN WITH LEARNING DIFFICULTIES......Page 295
CHAPTER 15: ENVIRONMENTAL KNOWLEDGE, ATTITUDES AND BEHAVIOURS: CROSS-CULTURAL VIEWS......Page 313
CHAPTER 16: CHILDREN’S PERCEPTIONS OF SPACE......Page 355
CHAPTER 17: PEDAGOGICAL IMPLICATIONS OF SITUATED LEARNING......Page 384
CONCLUSION......Page 405
Index......Page 410
