Contemporary Perspectives on Social Learning in Early Childhood Education
Olivia N. Saracho, Bernard Spodek
IAP, 2007 - Education - 317 pages
Social epistemology is a broad set of approaches to the study of knowledge and to gain information about the social dimensions. This intellectual movement of wide cross-disciplinary sources reconstructs the problems of epistemology when knowledge is considered to be intrinsically social. In the first chapter, "Social Epistemology and Social Learning," Olivia Saracho and Bernard Spodek discuss the social and historical contexts in which different forms of knowledge are formulated based on the perspective of social epistemology. They also discuss the emergence of social epistemology, which guides researchers to investigate social phenomena in laboratory and field settings. Social factors "external" to the appropriate business of science have a major impact in the social studies researchers'= historical case studies. Thus, social studies researchers may be considered social epistemologists, because (a) they focus on knowledge of social influences and (b) they infer epistemologically significant conclusions from their sociological or anthropological research. In addition, analyses indicate that studies of scientific paradigms are basically a struggle for political power rather than reflecting reliable epistemic merit. Social studies researchers focus on knowledge of social influences on knowledge, which is analogous to the knowledge of the social epistemologists. They also use their sociological or anthropological research to infer epistemologically significant conclusions.
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ability academic achievement activities adults aggression attachment attachment theory behavior problems behavioral self-regulation Cairns capital at home chil Child Development child social adjustment children's social classroom cognitive concepts conflict Corsaro Developmental Psychology dren dren's early childhood education effects emergent literacy emotional environment ethnic example executive function experience focus focused foster care foster children friendships gender grade group membership Habermas important individual infants influence interac intervention Journal kindergarten knowledge language learning-related skills literacy development ment mental health narrative negative out-group outcomes parent-child parents participation peer group peer interaction perspective Pianta positive practices preschool Press pretend play processes programs racial reading relationships role school readiness social capital social competence social development social epistemology social interactions social learning social learning theory social skills social studies social-emotional competence specific story strategies structure teachers theory tion tive toddlers understanding York young children
Page 6 - It corresponds to the activity of the scholar which takes place alongside all the other activities of a society, but in no immediately clear connection with them. In this view of theory, therefore, the real social function of science is not made manifest; it conveys not what theory means in human life, but only what it means in the isolated sphere in which, for historical reasons, it comes into existence.
Page 3 - The focus of this new discipline will be upon the production, flow, integration, and consumption of all forms of communicated thought throughout the entire social pattern. From such a discipline should emerge a new body of knowledge about, and a new synthesis of, the interaction between knowledge and social activity. But, though social epistemology will have its own corpus of theoretical knowledge, it will be a very practical discipline, too.