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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/3096
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DC FieldValueLanguage
dc.contributor.authorSims, Margareten
dc.date.accessioned2009-11-17T10:06:00Z-
dc.date.issued2009-
dc.identifier.citationAustralian Journal of Early Childhood, 34(1), p. 36-42en
dc.identifier.issn0312-5033en
dc.identifier.urihttps://hdl.handle.net/1959.11/3096-
dc.description.abstractOntogenic 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.en
dc.languageenen
dc.publisherEarly Childhood Australia Incen
dc.relation.ispartofAustralian Journal of Early Childhooden
dc.titleNeurobiology and child development: Challenging current interpretation and policy implicationsen
dc.typeJournal Articleen
dc.subject.keywordsCurriculum and Pedagogyen
dc.subject.keywordsNeurosciencesen
dc.subject.keywordsBiological Psychology (Neuropsychology, Psychopharmacology, Physiological Psychology)en
local.contributor.firstnameMargareten
local.subject.for2008130299 Curriculum and Pedagogy not elsewhere classifieden
local.subject.for2008170101 Biological Psychology (Neuropsychology, Psychopharmacology, Physiological Psychology)en
local.subject.for2008110999 Neurosciences not elsewhere classifieden
local.subject.seo2008920403 Disability and Functional Capacityen
local.subject.seo2008939902 Education and Training Theory and Methodologyen
local.subject.seo2008930501 Education and Training Systems Policies and Developmenten
local.profile.schoolSchool of Educationen
local.profile.emailmsims7@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordpes:6898en
local.publisher.placeAustraliaen
local.format.startpage36en
local.format.endpage42en
local.peerreviewedYesen
local.identifier.volume34en
local.identifier.issue1en
local.title.subtitleChallenging current interpretation and policy implicationsen
local.contributor.lastnameSimsen
dc.identifier.staffune-id:msims7en
local.profile.orcid0000-0003-4686-4245en
local.profile.roleauthoren
local.identifier.unepublicationidune:3179en
dc.identifier.academiclevelAcademicen
local.title.maintitleNeurobiology and child developmenten
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.relation.urlhttp://www.earlychildhoodaustralia.org.au/australian_journal_of_early_childhood/ajec_index_abstracts/neurobiology_and_child_development_challenging_current_interpretation_and_policy_implications.htmlen
local.search.authorSims, Margareten
local.uneassociationUnknownen
local.year.published2009en
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