In this contribution, the ecological-cultural theory (Bronfenbrenner, 1979; D’Andrade, 1995; Holland and Cole 1995; Gutiérrez and Rogoff 2003) is applied in the analysis of opportu- nities and constraints that children meet in their critical transitions between school and other educational agencies. It is proposed that one strategy to contrast school failure consists in the connections of children’s early experiences with books and school literacy.

La discontinuità tra sistemi educativi e la dispersione scolastica. Una prospettiva ecologico-culturale

SORZIO, PAOLO
2016-01-01

Abstract

In this contribution, the ecological-cultural theory (Bronfenbrenner, 1979; D’Andrade, 1995; Holland and Cole 1995; Gutiérrez and Rogoff 2003) is applied in the analysis of opportu- nities and constraints that children meet in their critical transitions between school and other educational agencies. It is proposed that one strategy to contrast school failure consists in the connections of children’s early experiences with books and school literacy.
2016
9788891734198
File in questo prodotto:
File Dimensione Formato  
attiBressanone2.pdf

accesso aperto

Descrizione: contributo di volume
Tipologia: Documento in Versione Editoriale
Licenza: Creative commons
Dimensione 1.91 MB
Formato Adobe PDF
1.91 MB Adobe PDF Visualizza/Apri
Pubblicazioni consigliate

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11368/2889306
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact