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In this important theoretical treatise, Jean Lave, anthropologist, and Etienne Wenger, computer scientist, push forward the notion of situated learning--that learning is fundamentally a social process and not solely in the learner's head. The authors maintain that learning viewed as situated activity has as its central defining characteristic a process they call legitimate peripheral participation. Learners participate in communities of practitioners, moving toward full participation in the sociocultural practices of a community. Legitimate peripheral participation provides a way to speak about crucial relations between newcomers and oldtimers and about their activities, identities, artifacts, knowledge and practice. The communities discussed in the book are midwives, tailors, quartermasters, butchers, and recovering alcoholics, however, the process by which participants in those communities learn can be generalized to other social groups.

Help your students develop social-emotional skills with this array of inventive and engaging tools that teach and promote self-awareness, coping methods, mindfulness, movement breaks, breathing techniques, and yoga, plus helping kids identify and reflect on emotions. *Breathing Technique Cards: The cards show step-by-step breathing techniques and have a flocked surface for kids to trace as they breathe. Tools For Identifying And Discussing Emotions: Big, beautiful photo cards serve as a jumping-off point for discussions about feelings. "Paws" And Reflect! Gauges help nonverbal or shy kids to express emotions by sliding the gauge to the puppy that shows how they are feeling. You also get two reproducibles to use with the gauges: one for younger children and one for older children. ; Calm-Down Tools: This amazing classroom pack comes with ingredients to make six calming jars. To calm themselves down, kids just twist and shake the plastic jars and watch the colorful ingredients swirl around inside. A special set of cards helps them reset their emotions when they're frustrated. ; Fun Ways To Take Movement Breaks: Restless students can choose from 24 Yoga Chips, each depicting a different pose and showing different movements they can perform, when they need to take a break from sitting still. ; Posters Give Kids Colorful Reminders: As you teach and practice coping and social skills, you can display the posters in this pack to remind students of the techniques they are learning. ; Components May Vary From Picture Tactile Breathing Copecake Cards (6 breathing technique cards with a flocked surface for tracing, plus instructions, in a zip-top bag); Breathing Star Tactile Cards (6 breathing technique cards with a flocked surface for tracing, plus instructions, in a zip-top bag); 12 Slide And Learn "Paws" And Reflect! Gauges (slide the gauge to the puppy that reflects the way you are currently feeling); How To - Social/Emotional Poster Set (3 double-sided posters s

Support the social-emotional needs of your students with this set of inventive and engaging tools that teach and promote self-awareness, coping methods, mindfulness, movement breaks, breathing techniques, and yoga, plus helping kids identify and reflect on emotions. 4 Tactile Breathing Technique Cards: The cards show step-by-step breathing techniques and have a flocked surface for kids to trace as they breathe. Includes two different techniques: Breathing Star card and Breathing Copecake card.; Tools For Identifying And Discussing Emotions: Big, beautiful photo cards serve as a jumping-off point for discussions about feelings. "Paws" And Reflect! Gauges help nonverbal kids to express emotions by sliding the gauge to the puppy that shows how they are feeling. You also get two reproducibles to use with the gauges: one for younger children and one for older children.; Coping With Frustration: A special set of 30 cards guides kids through exploring and resetting their emotions when they get frustrated.; Fun Ways To Take Movement Breaks: When students need to take a break from sitting still, they can choose from 24 Yoga Chips, each depicting a different pose. They can also use the two Get Moving Twists to select a movement, how many times to perform it, and how fast to perform it.; 3 Laminated Posters Offer Colorful Reminders: Display the three double-sided posters to remind students how to: 1) be a friend, 2) apologize, and 3) calm their bodies. One side of each poster shows the technique in pictures for pre-readers; the other side has pictures and text for older children.; Instructional Guide Helps You Support Kids' Emotional Needs: The guide includes information about each item in the kit, plus handy reproducibles.; Storage Bin Included: Store the items in the clear plastic tub with snap-close lid so kids will always know where to find the tools they need to calm down and reset.Help your students stay calm, engaged, and happy with this kit of essential co

Fun, comic-book design teaches young people that making mistakes is OK: the most important thing is to never give up Explains 8 coping strategies for dealing with any problem or challenge Helps improve life skills, self-esteem, academic success, and social & emotional learning Add your custom personalization to bottom of front in black

Adorable design and simple text engage young children A practical introduction to important social & emotional learning concepts Includes 10 tips for calming down Add your custom personalization to bottom of front

Help children and students build lifelong social-emotional strategies with this set of three dice. Each die has 12 sides, and on each side is a simple suggestion for children to follow when the topic arises. Teach your students helpful ways to deal with their emotions and create coping skills by utilizing these dice for real world examples or create an interesting group activity where students will feel engaged and involved. Whether youre using these dice as problem-solving tools or for teaching lessons, they make great additions to any classroom. WHAT YOU GET: 3 twelve-sided dense foam die with 6.75 diameter weighing in at 0.77 lbs each.; GREAT SIZE FOR LITTLE HANDS: With a 6.75 diameter and weighing less than a pound, these dice are easy to grasp and roll even for those with little hands and still developing motor skills!; KID-FRIENDLY STRATEGIES: Illustrations and simple text give kids prompts for sharing and learning about themselves independently.; SENSORY LEARNING EXPERIENCE: Kids can engage in a sensory, hands-on tactile approach to SEL. Great for helping children deal with big feelings and get ready to learn! ; MULTIPLE WAYS TO ENGAGE: Use these dice in a lesson to model the many different strengths and interests' people have. For older children, you can even use the dice for self-awareness speaking or writing prompts.; TAKE IT FURTHER: Encourage your kids to think of their own things that make them special! Or have them interview a friend and share what makes that person special for an extra confidence boost!; EMOMISS EMOCONF EMODEC EMODICE2 social-emotional learning SEL emotions interactive SEL 172741 EMOMISS EMOCONF EMODEC EMODICE2 social-emotional learning SEL emotions interactive SEL 172741

The EZ Stick A Walk in the Woods Sensory Path is perfect for hallways or any large, open area. The design and layout is up to you. The decals stick firmly but are easily removed without any leftover residue. They feature a variety of activities that any child, and even some adults, will love. Create a path for your children that is interactive, engaging, and fun to use. The material is perfect for any smooth, flat surface. WHAT YOU GET: This set contains over 147 pieces of various sizes and comes on 16 sheets. The material is easy to stick down and removes easily without leaving residue. SOCIAL-EMOTIONAL LEARNING PATH: These decals for the floor feature places to reflect, exercise, follow animal footprints, think positive thoughts, get some wiggles out, and more. OPEN-ENDED SETUP: This set of decals are ready for you to put in the order you want. There is no right or wrong way for the setup, and the path you create can be as long or as short as you want, based on how you wish to lay out all the pieces. QUALITY MATERIAL: Our EZ Stick is a material that has full color and is coated on one side with full sticky material on the other side. The sticky material is made to stick firmly but come up with no leftover residue and will not ruin floors. The decals can be used on any smooth surface. CREATE A PUSH WALL: Create an indoor Push Wall by writing PUSH on the pieces with a permanent marker and sticking them to a wall! A push wall is a great addition to any sensory path as it adds sensory input through engaging a childs core and limbs in heavy work, which may create a calming effect for increased focus and concentration. CREATED BY TEACHERS: These posters were created by our teacher product development team that is made up of former classroom teachers who bring their knowledge and expertise to every product they create. 16 Sheets; 147 Pieces; Sensory path exercise social-emotional learning sel sel for kids social-emotional learning for kids forest woodland

This dual-language social-emotional coloring and activity book is the perfect way for children to learn about themselves, their feelings, and how to act in the world around them with relationships and more. The dual language content will help with students who speak English, Spanish, or both!. This book covers topics in the five main areas of social-emotional learning: self-awareness, self-management, social skills, relationship skills, and responsible decision-making. 64 PAGES OF LEARNING AND REFLECTING: Each page features a learning and coloring element for interactive learning.; SOCIAL-EMOTIONAL LEARNING: Throughout this book, children will not only color (which is a proven form of calming) but they will also explore topics about themselves and the world around them.; FEELINGS: Throughout this book children will also explore their feelings about topics such as self-management, peer pressure, anxiety, and more.; SELF-REFECTION: This book features prompts that will have children reflecting on how they feel about themselves, how they act with others, and the relationships and world around them.; COLORING BOOK: Each page features beautiful black-line art that children can color using crayons, colored pencils, and more. As children journey through this coloring and activity book, they will be able to not only reflect, but learn. Social-emotional health starts with learning new things and discovering things about themselves. They will enjoy the coloring aspect, as coloring tends to help reduce stress and anxiety as well as it helps the brain relax and focus.; SEL social emotional social emotional learning emotions feelings spanish dual language bilingual espanol coloring coloring book ESL ELL english language learners color workbook journal self-reflection self reflection Spanish 170665 168727 journals activity book actividades spanish to english words in spanish learn spanish spanish feelings spanish emotions tiered instruction

Sociocultural Studies of Mind addresses the question of how mental functioning is related to the cultural, historical, and institutional settings in which it takes place. There are three unifying ideas that run through the volume: 1) one of the basic ways that sociocultural setting shapes mental functioning is through the cultural tools employed, 2) mediation provides a formulation of how this shaping occurs, and 3) in order to specify how cultural tools exist and have their effects, it is essential to focus on human action as a unit of analysis. This landmark volume defines a general approach to sociocultural psychology--one that the authors hope will be debated and redefined as the field moves forward. Sociocultural Studies of Mind will be crucial for researchers and graduate students in cognitive science, philosophy, and cultural anthropology.

Activity theory is an interdisciplinary approach to human sciences that originates in the cultural-historical psychology school of thought, intitiated by Vygotsky, Leont'ev and Luria. Activity theory takes the object-oriented, artifact-mediated collective activity system as its unit of analysis, thus bridging the gulf between the individual subject and the societal structure. This volume is the first comprehensive presentation of contemporary work in activity theory, with twenty-six original chapters by authors from ten countries. The first part of the book discusses central theoretical issues, and the second part is devoted to the acquisition and development of language. Part Three contains chapters on play, learning, and education, and Part Four addresses the meaning of new technology and the development of work activities. The final section covers issues of therapy and addiction.

Learning is becoming an urgent topic. Nations worry about the learning of their citizens, companies about the learning of their workers, schools about the learning of their students. But it is not always easy to think about how to foster learning in innovative ways. This book presents a framework for doing that, with a social theory of learning that is ground-breaking yet accessible, with profound implications not only for research, but also for all those who have to foster learning as part of their responsibilites at work, at home, at school.

Why is it that the best and brightest of our children are arriving at college too burned out to profit from the smorgasbord of intellectual delights that they are offered? Why is it that some preschools and kindergartens have a majority of children struggling to master cognitive tasks that are inappropriate for their age? Why is playtime often considered to be time unproductively spent? In Play=Learning, top experts in child development and learning contend that the answers to these questions stem from a single source: in the rush to create a generation of Einsteins, our culture has forgotten about the importance of play for children's development. Presenting a powerful argument about the pervasive and long-term effects of play, Singer, Golinkoff, and Hirsh-Pasek urge researchers and practitioners to reconsider the ways play facilitates development across domains. Over forty years of developmental research indicates that play has enormous benefits to offer children, not the least of which is physical activity in this era of obesity and hypertension. Play provides children with the opportunity to maximize their attention spans, learn to get along with peers, cultivate their creativity, work through their emotions, and gain the academic skills that are the foundation for later learning. Using a variety of methods and studying a wide range of populations, the contributors to this volume demonstrate the powerful effects of play in the intellectual, social, and emotional spheres. Play=Learning will be an important resource for students and researchers in developmental psychology. Its research-based policy recommendations will be valuable to teachers, counselors, and school psychologists in their quest to reintroduce play and joyful learning into our school rooms and living rooms.

Computers are developing into a powerful medium integrating film, pictures, text, and sound, and the use of computers for communication and information is rapidly expanding. The Computer as Medium brings insights from art, literature, and theater to bear on computers and discusses the communicative and organizational nature of computer networks within a historical perspective. The book consists of three parts: The first part characterizes the semiotic nature of computers and discusses semiotic approaches to programming and interface design. The second section discusses narrative and aesthetic issues of interactive fiction, information systems, and hypertext. The final part contains papers on the cultural, organizational, and historical impact of computers.

This book offers a critical reconstruction of the fundamental ideas and methods in artificial intelligence (AI) research. By paying close attention to the metaphors of AI and their consequences for the field's patterns of success and failure, it argues for a reorientation of the field away from thought and toward activity. By considering computational ideas in a large, philosophical framework, the author eases critical dialogue between technology and the social sciences. AI can benefit from an understanding of the field in relation to human nature, and in return, it offers a powerful mode of investigation into the practicalities of physical realization. Researchers in AI and cognitive science will welcome this timely discussion.

People who learn to solve problems 'on the job' often have to do it differently from people who learn in theory. Practical knowledge and theoretical knowledge is different in some ways but similar in other ways - or else one would end up with wrong solutions to the problems. Mathematics is also like this. People who learn to calculate, for example, because they are involved in commerce frequently have a more practical way of doing mathematics than the way we are taught at school. This book is about the differences between what we call practical knowledge of mathematics - that is street mathematics - and mathematics learned in school, which is not learned in practice. The authors look at the differences between these two ways of solving mathematical problems and discuss their advantages and disadvantages. They also discuss ways of trying to put theory and practice together in mathematics teaching.

This social-emotional learning (SEL) coloring and activity book is the perfect way for children to learn about themselves, their feelings, and how to act in the world around them with relationships and more. This book covers topics in the five main areas of social-emotional learning; self-awareness, self-management, social skills, relationship skills, and responsible decision-making. As children journey through this coloring and activity book, they will be able to not only reflect, but learn. Social-emotional health starts with learning new things and discovering things about themselves. They will enjoy the coloring aspect, as coloring tends to help reduce stress and anxiety as well as it helps the brain relax and focus. 64 PAGES OF LEARNING AND REFLECTING: Each page features a learning and coloring element for interactive learning.; SOCIAL-EMOTIONAL LEARNING: Throughout this book, children will not only color (which is a proven form of calming) but they will also explore topics about themselves and the world around them.; FEELINGS: Throughout this book children will also explore their feelings about topics such as self-management, peer pressure, anxiety, and more.; SELF-REFECTION: This book features prompts that will have children reflecting on how they feel about themselves, how they act with others, and the relationships and world around them.; COLORING BOOK: Each page features beautiful black-line art that children can color using crayons, colored pencils, and more.; coloring social and emotional mindfulness behavior self-awareness self-management social awareness decision making relationship skills coping skills empathy self reflection kindness character ed feelings doodling reflections self guided breathing techniques calm-down tools sel coloring book coloring social and emotional mindfulness behavior self-awareness self-management social awareness decision making relationship skills coping skills empathy self refl

Learning is becoming an urgent topic. Nations worry about the learning of their citizens, companies about the learning of their workers, schools about the learning of their students. But it is not always easy to think about how to foster learning in innovative ways. This book presents a framework for doing that, with a social theory of learning that is ground-breaking yet accessible, with profound implications not only for research, but also for all those who have to foster learning as part of their responsibilites at work, at home, at school.

This lively and original book offers a provocative critique of the dominant assumptions regarding human action and communication which underlie recent research in machine intelligence. Lucy Suchman argues that the planning model of interaction favoured by the majority of AI researchers does not take sufficient account of the situatedness of most human social behaviour. The problems that can arise as a result are pertinently, and often amusingly, illustrated by the careful analysis of a recorded interaction between novice users and an intelligent machine, whose design has failed to accommodate essential resources of successful human communication. Plans and Situated Actions presents a compelling case for the re-examination of current models underlying interface design. Lucy Suchman's proposals for a fresh characterisation of human-computer interaction which also incorporates recent insights from the social sciences provides a challenge that everyone interested in machine intelligence will seriously need to consider.

Traditionally, human cognition has been seen and studied as existing solely "inside" a person, irrelevant to the social, physical, and artifactual context in which cognition takes place. This book reexamines the nature of cognition and proposes that a clearer understanding of human cognition would be achieved if it were conceptualized and studied as distributed among individuals; knowledge is socially constructed through collaborative efforts toward shared objectives within cultural surroundings, and that information is processed among individuals and the tools and artifacts provided by culture. The contributors to this thought-provoking text enhance their arguments by offering examples from daily life and educational activities. Researchers in a number of social and scientific fields will welcome this book.

Understanding Practice brings together many different perspectives that have been applied to examining social context. From Ole Dreier's work on the therapeutic relationship, to Hugh Mehan's work on learning disabled students, to Charles and Janet Keller's work on blacksmithing, the chapters form a diverse and fascinating look at situated learning. A distinctive feature of the book is the wide range of theoretical and methodological approaches to the problem of understanding cognition in everyday settings.