Contexts for Learning: Sociocultural Dynamics in Children's DevelopmentOxford University Press, 4 nov. 1993 - 416 pages This provocative new work on children's development in context presents recent theoretical developments and research findings that have been generated by sociocultural theory. Sociocultural theory began with the work of L.S. Vygotsky and his colleagues but has been significantly expanded and modified recent years. Since the late 1970s, sociocultural theory has challenged existing notions of cognitive development by suggesting that psychological functioning is specific to its social context and is dependent on the mastery of culturally defined modes of speaking, thinking, and acting. For this volume, the editors have assembled a list of contributors noted for their distinguished work in sociocultural theory and research. Taken together, they offer a multifaceted perspective on an emerging research paradigm and argue for a fundamental reconceptualization of mind and its development. Three main themes are explored in detail: discourse and learning in classroom practice, interpersonal relations in formal and informal education, and the institutional context of learning. Research findings are consistently discussed in terms of their theoretical implications. The book includes three commentary chapters and an afterword that propose future directions for sociocultural research. This book will be of interest to a wide range of researchers, educators, and students concerned with the theory and practice of developmental, educational, social, and cognitive psychology. |
Table des matières
| 3 | |
| 17 | |
Interpersonal Relations in Formal and Informal Education | 167 |
Sociocultural Institutions of Formal and Informal Education | 267 |
NAME INDEX | 383 |
SUBJECT INDEX | 389 |
Autres éditions - Tout afficher
Contexts for Learning: Sociocultural Dynamics in Children's Development Ellice A. Forman,Norris Minick,C. Addison Stone Affichage d'extraits - 1993 |
Expressions et termes fréquents
activity settings activity theory adult analysis Bakhtin caregivers Cazden chapter chil child classroom Cobb cognitive Cole collaborative concept construction context conversation cultural culture of collaborative developmental Developmental Psychology dialogue discourse discussion educational episodes example Fifth Dimension Gallimore goals Harvard University Harvard University Press Hymes individual initial institutional instruction intermental internalization involved knowledge language learner learning Leont'ev literacy mathematical practices Mayan mediational means metacognitive Minick mother motivation observations option keys Palincsar parents peer perspective Pond practice problem problem-solving procedural knowledge prolepsis proximal development psychology questions reading reciprocal teaching responsibility Rogoff role Salt Lake City scaffolding semiotic shared situation skills social interaction sociocultural solving speech strategies structure talking about mathematics task teacher Tharp theme theory thinking tion toddlers topic understanding users ventriloquism Vygotskian Vygotsky Vygotsky's writing York zone of proximal