Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/3096
Title: Neurobiology and child development: Challenging current interpretation and policy implications
Contributor(s): Sims, Margaret  (author)orcid 
Publication Date: 2009
Handle Link: https://hdl.handle.net/1959.11/3096
Abstract: Ontogenic knowledge is the form of knowledge we use to take in information, interpret it and develop action as a result of our understanding (Billett, 1996). In other words, our ontogenic knowledge shapes our interpretation and action in the world. In understanding interpretation and action we therefore have to work backwards to determine what people hold as ontogenic knowledge. Bruner and Haste (1990) and Gelman (1997) identify ontogenic knowledge as conceptual frameworks or models of the world and these are underpinned by values, beliefs, emotions and interests (Reynolds & Salters, 1995) - what Billet names dispositions. Dispositions determine our motivation to attend to incoming information, to either assimilate or accommodate the new information (Piaget, 1952), and to shape actions.
Publication Type: Journal Article
Source of Publication: Australian Journal of Early Childhood, 34(1), p. 36-42
Publisher: Early Childhood Australia Inc
Place of Publication: Watson, Australia
ISSN: 0312-5033
Field of Research (FOR): 130299 Curriculum and Pedagogy not elsewhere classified
170101 Biological Psychology (Neuropsychology, Psychopharmacology, Physiological Psychology)
110999 Neurosciences not elsewhere classified
Socio-Economic Outcome Codes: 920403 Disability and Functional Capacity
939902 Education and Training Theory and Methodology
930501 Education and Training Systems Policies and Development
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Other Links: http://www.earlychildhoodaustralia.org.au/australian_journal_of_early_childhood/ajec_index_abstracts/neurobiology_and_child_development_challenging_current_interpretation_and_policy_implications.html
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