Contexts for learning : sociocultural dynamics in children's development
This work presents landmark research concerning the vital dynamics of childhood psychological development. It's origin can be traced to the late 1970s, when several psychologists began to challenge existing notions of cognitive development by suggesting that such functioning is bound to specific contexts and that cognitive development is based on the mastery of culturally defined ways of speaking, thinking, and acting. About the same time, several translations were made available in this country of the seminal work of Vygotsky, the noted theoretician, offering a conceptual base on which these workers could build. This volume, with contributions from many of the scholars who pioneered this area and translated the work of Vygotsky, looks at the complex mechanisms by which children acquire the cultural and linguistic tools to carry out cognitive activities and explores the implications of this research for education. The book is organized around three main parts: Discourse and Learning in Classroom Practice, Interpersonal Relations in Formal and Informal Education, and The Sociocultural Institutions of Formal and Informal Education.; An afterword by Jacqueline Goodnow suggests new directions for sociocultural research and education. The intended audience is composed of developmental, educational, and cognitive psychologists, along with advanced students in developmental and educational psychology
1 online resource (xi, 395 pages) : illustrations
9781602561533, 9780195109771, 9781280453212, 9780198023159, 9780195355109, 1602561532, 0195109775, 1280453214, 0198023154, 0195355105
228169393
Print version:
Introduction : integration of individual, social, and institutional processes in accounts of children's learning and development / Norris Minick, C. Addison Stone, and Ellice A. Forman
Vygotsky in classroom practice : moving from individual transmission to social transaction / Luis C. Moll and Kathryn F. Whitmore
First-grade dialogues for knowledge acquisition and use / Annemarie Sullivan Palincsar, Ann L. Brown, and Joseph C. Campione
Dynamics of discourse : literacy and the construction of knowledge / Gen Ling M. Chang-Wells and Gordon Wells
Discourse, mathematical thinking, and classroom practice / Paul Cobb, Terry Wood, and Erna Yackel
Creating and reconstituting contexts for educational interactions, including a computer program / Peg Griffin [and others]. Time to merge Vygotskian and constructivist conceptions of knowledge acquisition / Giyoo Hatano
What is missing in the metaphor of scaffolding? / C. Addison Stone
Deconstruction in the zone of proximal development / Bonnie E. Litowitz
Vygotsky, Hymes, and Bakhtin : from word to utterance and voice / Courtney B. Cazden
Vygotskian perspective on children's collaborative problem-solving activities / Ellice A. Forman and Jean McPhail
Toddlers' guided participation with their caregivers in cultural activity / Barbara Rogoff [and others]
Away from internalization / Martin J. Packer
Institutional and social context of educational practice and reform / Roland Tharp
Generation and transmission of shared knowledge in the culture of collaborative learning : the fifth dimension, its play-world, and its institutional contexts / Ageliki Nicolopoulou and Michael Cole. Activity settings of early literacy : home and school factors in children's emergent literacy / Ronald Gallimore and Claude Goldenberg
A sociocultural approach to agency / James V. Wertsch, Peeter Tulviste, and Fran Hagstrom
Interface between sociocultural and psychological aspects of cognition / Robert Serpell
Afterword : Direction of post-Vygotskian research / Jacqueline J. Goodnow
Electronic reproduction, [Place of publication not identified], HathiTrust Digital Library, 2010
English
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