Contexts for LearningOxford University Press, 1993 - 408 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 | |
| 19 | |
FirstGrade Dialogues for Knowledge Acquisition | 43 |
Literacy and the Construction | 58 |
Gordon Wells Language Reading and Culture | 87 |
Discourse Mathematical Thinking and Classroom | 91 |
Creating and Reconstituting Contexts for Educational | 120 |
Graduate School of Education Los Angeles | 150 |
Northwestern University | 226 |
Toronto Canada | 229 |
Toddlers Guided Participation with Their Caregivers | 230 |
COMMENTARY Away from Internalization | 254 |
Tufts University Human Cognition | 265 |
Sociocultural Institutions of Formal and Informal Education | 269 |
Generation and Transmission of Shared Knowledge in | 283 |
Home and School | 315 |
COMMENTARY Time to Merge Vygotskian and Constructivist | 153 |
Interpersonal Relations in Formal and Informal Education | 169 |
Deconstruction in the Zone of Proximal | 184 |
Giyoo Hatano Martin J Packer | 195 |
and Voice | 197 |
Vygotskian Perspective on Childrens Collaborative | 213 |
A Sociocultural Approach to Agency | 336 |
COMMENTARY Interface between Sociocultural and Psychological Aspects | 357 |
Direction of PostVygotskian Research | 369 |
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
action activity settings activity theory adult analysis assistance Bakhtin behavior Cambridge University Press caregivers Cazden chapter chil child classroom Cole communication concept construction conversation cooperative learning cultural culture of collaborative developmental Developmental Psychology discourse discussion episodes example Fifth Dimension functioning Gallimore goals guided participation Harvard University Press Hatano Hymes individual initial institutional instruction intermental internalization involved J. V. Wertsch Karen knowledge language learner Leont'ev literacy Litowitz mathematical practices mathematics Mayan Minick mother motivation nesting doll observations option keys Palincsar parents peer collaboration Pond practice problem problem-solving prolepsis proximal development psychology questions reading reciprocal teaching responsibility Rogoff role Salt Lake City scaffolding semiotic shared situation skills social interaction society sociocultural solving speech structure talk task teacher Tharp tion toddlers understanding ventriloquism Vygotskian Vygotskian perspectives Vygotsky Vygotsky's words writing York zone of proximal
Fréquemment cités
Page 205 - He thought: —The language in which we are speaking is his before it is mine. How different are the words home, Christ, ale, master, on his lips and on mine! I cannot speak or write these words without unrest of spirit. His language, so familiar and so foreign, will always be for me an acquired speech. I have not made or accepted its words. My voice holds them at bay. My soul frets in the shadow of his language.
Page 341 - Instead, by being included in the process of behavior, the psychological tool alters the entire flow and structure of mental functions. It does this by determining the structure of a new instrumental act, just as a technical tool alters the process of a natural adaptation by determining the form of labor operations.
Page 340 - Vygotsky termed this difference between the two levels the zone of proximal development, which he defined as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
Page 120 - Meaning is only one of the zones of sense, the most stable and precise zone. A word acquires its sense from the context in which it appears; in different contexts, it changes its sense.
Page 188 - In psychoanalytic terms, it is succinctly defined as the "psychological process whereby the subject assimilates an aspect, property or attribute of the other and is transformed, wholly or partially, after the model the other provides.
Page 55 - Abandon the notion of subject-matter as something fixed and ready-made in itself, outside the child's experience; cease thinking of the child's experience as also something hard and fast; see it as something fluent, embryonic, vital; and we realize that the child and the curriculum are simply two limits which define a single process.
Page 338 - ... [I]t goes without saying that internalization transforms the process itself and changes its structure and functions. Social relations or relations among people genetically underlie all higher functions and their relationships.
Page 204 - Thus an illiterate peasant, miles away from any urban center, naively immersed in an unmoving and for him unshakable everyday world, nevertheless lived in several language systems: he prayed to God in one language (Church Slavonic], sang songs in another, spoke to his family in a third and, when he began to dictate petitions to the local authorities through a scribe, he tried speaking yet a fourth language (the official-literate language, "paper