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Cover image for Tools of the mind : the Vygotskian approach to early childhood education
Title:
Tools of the mind : the Vygotskian approach to early childhood education
Personal Author:
Edition:
2nd ed.
Publication Information:
Upper Saddle River, N.J. : Pearson/Merrill Prentice Hall, c2007
Physical Description:
xix, 235 p. : ill. ; 24 cm.
ISBN:
9780130278043
Added Author:

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Material Type
Item Category 1
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30000010274856 LB1139.23 B63 2007 Open Access Book Book
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Summary

Summary

As the only text of its kind, this book provides in-depth information about Vygotsky's theories, neo-Piagetians' findings, and concrete explanations and strategies that instruct teachers how to influence student learning and development. KEY TOPICS: Key changes to this edition include a new chapter on dynamic assessment, separate and expanded chapters on developmental accomplishments of infants and toddlers, preschool/kindergarten, and primary grades and on supporting those accomplishments, and elaborations of Vygotsky's ideas from neo-Vygotskians from Russia. Pre-K through 3 inservice teachers and other early childhood development educators.


Author Notes

Elena Bodrova is a senior researcher at Mid-continent Research for Education and Learning (McREL) in Denver, Colorado. Prior to her coming to the United States, she was a senior researcher at the Russian Center for Educational Innovations and the Russian Institute for Preschool Education. She received her Ph.D. from the Academy of Pedagogical Sciences, Moscow, Russia, and her M.A. from Moscow State University. In addition to her work with Dr. Leong, she co-authored the book, For the Love of Words: Vocabulary Instruction That Works, Grades K-6 (Jossey-Bass) with Diane E. Paynter and Jane K. Doty.

Deborah J. Leong is a professor of psychology and the director of the Center for Improving Early Learning (CIEL) at Metropolitan State College of Denver. She received her Ph.D. from Stanford University and her M.Ed. from Harvard University. In addition to her work with Dr. Bodrova, she is co-author with Oralie McAfee of Assessing and Guiding Young Children's Development and Learning (Allyn & Bacon) that is now in its fourth edition.


Table of Contents

Section I The Vygotskian Framework: The Cultural-Historical Theory of Developmentp. 1
Chapter 1 Introduction to the Vygotskian Approachp. 3
Tools of the Mindp. 4
Why Mental Tools Are Importantp. 5
History of the Vygotskian Approachp. 6
The Life of Vygotskyp. 6
Vygotsky's Contemporariesp. 7
Post Vygotskians: Russian Colleagues and Studentsp. 7
Research and Applications of Vygotsky's Theory in the Westp. 8
The Vygotskian Framework: Principles of Psychology and Educationp. 9
The Construction of Knowledgep. 9
The Importance of Social Contextp. 10
The Relationship of Learning and Developmentp. 12
The Role of Language in Developmentp. 14
For Further Readingp. 14
Chapter 2 Acquiring Mental Tools and Higher Mental Functionsp. 15
The Purpose of Toolsp. 16
Extending the Mind's Capacitiesp. 16
Mastering Behaviorp. 17
Gaining Independencep. 17
Reaching the Highest Level of Developmentp. 18
Language: The Universal Toolp. 18
The Concept of Higher Mental Functionsp. 19
Characteristics of Lower Mental Functionsp. 19
Characteristics of Higher Mental Functionsp. 19
The Development of Higher Mental Functionsp. 21
Building on Lower Mental Functionsp. 22
The Influence of Cultural Contextp. 22
Moving from Shared to Individual Functionsp. 22
Individual Differences in the Development of Mental Functionsp. 23
Lower Mental Functionsp. 23
Higher Mental Functionsp. 23
Compensating for the Deficits in the Development of Higher and Lower Mental Functions: Vygotskian Approach to Special Educationp. 24
Social and Cultural Nature of Disabilitiesp. 24
Remediation as a Means of Remediationp. 25
Application of Vygotsky's Theory to Special Educationp. 26
For Further Readingp. 27
Chapter 3 The Vygotskian Framework and Other Theories of Development and Learningp. 28
Piaget's Constructivist Approach 29
Similaritiesp. 29
Differencesp. 30
Behaviorist Theoriesp. 31
Similaritiesp. 31
Differencesp. 31
Information Processing Theoryp. 33
Similaritiesp. 33
Differencesp. 33
Montessori's Approachp. 34
Similaritiesp. 34
Differencesp. 34
Critique of the Vygotskian Approachp. 35
For Further Readingp. 35
Section II Strategies for Development and Learningp. 37
Chapter 4 The Zone of Proximal Developmentp. 39
Defining the Zone of Proximal Developmentp. 40
Independent Performance and Assisted Performancep. 40
Dynamics of the ZPDp. 41
Using the ZPD to Study Developmentp. 42
Implications for Learning/Teachingp. 44
Assisting Performancep. 44
Assessing Children's Abilitiesp. 44
Defining Developmentally Appropriate Practicep. 45
Using the ZPD to Teachp. 46
Amplificationp. 46
Scaffoldingp. 47
The ZPD as Construction Zonep. 48
Performance and Competencep. 48
Structuring Situationsp. 48
Dynamics of Scaffolding within the ZPDp. 49
For Further Readingp. 49
Chapter 5 Tactics: Using Mediatorsp. 50
Mediator as Mental Toolsp. 51
The Function of Mediatorsp. 51
Developmental Path of Mediatorsp. 52
Mediation of Social and Emotional Behaviorsp. 53
External Mediation of Cognitionp. 54
Perceptionp. 54
Attentionp. 55
Memoryp. 55
Thinkingp. 56
Using Mediators in the Classroomp. 56
Mediators as Scaffoldingp. 57
What Mediators Are Notp. 57
Examples of Using External Mediators in a Classroomp. 58
Guidelines for Using External Mediatorsp. 61
For Further Readingp. 63
Chapter 6 Tactics: Using Languagep. 64
Language as a Cultural Toolp. 65
The Functions of Speechp. 66
Developmental Path of Speechp. 66
The Emergence of Speech and Thinkingp. 67
Private Speechp. 68
Inner Speech and Verbal Thinkingp. 69
The Development of Meaningp. 70
The Development of Written Speechp. 71
How Writing Promotes Thinkingp. 71
Using Language in the Classroomp. 74
Support the Development of Private Speechp. 74
Support the Development of Meaningp. 75
Support the Development of Written Speechp. 76
For Further Readingp. 77
Chapter 7 Tactics: Using Shared Activitiesp. 78
Interaction During Shared Activityp. 79
How Shared Activity Promotes Learningp. 80
Shared Activity, Other-Regulation, and Self-Regulationp. 81
The Importance of Other-Regulationp. 81
Using Other-Regulation to Promote Self-Regulationp. 82
The Role of the Teacher in Shared Activityp. 83
Teachers as Partnersp. 84
Teachers as the Plannersp. 87
The Role of Peers in Shared Activityp. 88
For Further Readingp. 91
Section III Applying the Vygotskian Approach to Development and Learning in Early Childhoodp. 93
Chapter 8 Developmental Accomplishments and Leading Activity: Infants and Toddlersp. 95
The Concept of Developmental Accomplishmentp. 96
Social Situation of Developmentp. 96
The Role of Social Situation of Development in Child Developmentp. 97
The Concept of Leading Activityp. 97
The Definition of Leading Activityp. 98
How Children Begin to Engage in Leading Activityp. 99
Developmental Accomplishments of Infancyp. 100
Attachmentp. 100
Object-Oriented Sensorimotor Actionsp. 101
Leading Activity of Infants: Emotional Interactions with Caregiversp. 101
Emotional Exchangesp. 102
First Child Initiationsp. 102
Exchanges Around Objectsp. 103
First Gestures and Wordsp. 103
Developmental Accomplishments of Toddlersp. 105
Sensorimotor Thinkingp. 106
Emerging Self-Conceptp. 107
Leading Activity of Toddlers: Object-Oriented Activityp. 108
Adult Mediation of Object-Oriented Activityp. 108
Instrumental Activityp. 108
The Role of Language in Object-Oriented Activityp. 109
Restructuring of Perception Through Object-Oriented Activityp. 109
Symbolic Substitutionp. 109
For Further Readingp. 110
Chapter 9 Supporting the Developmental Accomplishments of Infants and Toddlersp. 111
Supporting Infants from Birth to 6 Monthsp. 112
Scaffolding Emotional Communicationp. 112
Scaffolding the First Child Initiationsp. 112
Supporting Infants from 6 to 12 Months Oldp. 114
Scaffolding Exchanges Around Objectsp. 114
Scaffolding First Gesturesp. 115
Supporting Toddlers from 12 to 24 Months Oldp. 116
Supporting Object-Oriented Activitiesp. 116
Supporting Instrumental Activityp. 117
Supporting the Development of "Sensorimotor Concepts"p. 117
Supporting the Acquisition of Sensory Standardsp. 118
Supporting Symbolic Substitutionsp. 118
Supporting Toddlers from 24 to 36 Months Old: Transition from Toddlerhood to Preschoolp. 119
Supporting the Toddler's Emerging Self-Conceptp. 119
Supporting the Beginnings of Make-Believe Playp. 119
Supporting the Beginning of Self-Regulationp. 121
For Further Readingp. 122
Chapter 10 Developmental Accomplishments and Leading Activity: Preschool and Kindergartenp. 123
Developmental Accomplishmentsp. 124
Symbolic Functionp. 124
Beginning to Act on an Internal Mental Planep. 125
Imaginationp. 126
Integration of Emotions and Thinkingp. 126
Development of Self-Regulationp. 127
Make-Believe Play: The Leading Activityp. 129
Conceptions of Play in Psychology and Educationp. 129
Play in the Vygotskian Frameworkp. 129
How Play Influences Developmentp. 131
Creating the Zone of Proximal Developmentp. 132
Facilitating the Separation of Thought from Actions and Objectsp. 133
Facilitating the Development of Self-Regulationp. 134
Impacting the Child's Motivationp. 134
Facilitating Cognitive "De-centering"p. 134
The Developmental Path of Playp. 135
Play in Toddlersp. 135
Play in Preschoolers and Kindergartnersp. 135
Nonplay Activities in Preschool/Kindergartenp. 136
Games with Rulesp. 136
Productive Activitiesp. 138
Preacademic Activitiesp. 138
Motor Activitiesp. 139
School Readinessp. 139
For Further Readingp. 140
Chapter 11 Supporting the Developmental Accomplishments in Preschool and Kindergartenp. 141
Scaffolding Make-Believe Play as a Leading Activityp. 142
Characteristics of Mature Playp. 142
Levels of Play Found in the Preschool/Kindergarten Classroomp. 144
Enriching Playp. 144
Scaffolding Other Activities in the Preschool/Kindergarten Classroomp. 153
Games with Rulesp. 154
Productive Activitiesp. 155
Preacademic Skillsp. 158
Motor Activitiesp. 162
Scaffolding School Readinessp. 162
For Further Readingp. 163
Chapter 12 Developmental Accomplishments and Leading Activity: Primary Gradesp. 164
Formal Schooling and Development in the Primary Gradesp. 165
The Developmental Accomplishments of the Elementary School Childp. 166
Beginnings of Theoretical Reasoningp. 166
Emergence of Higher Mental Functionsp. 169
Motivation to Learnp. 170
Leading Activity: Learning Activityp. 172
Definition of Learning Activityp. 173
Learning Taskp. 173
Learning Actionsp. 174
Control Action or Feedbackp. 175
Self-Reflectionp. 177
Learning Activity in the Primary Gradesp. 177
For Further Readingp. 178
Chapter 13 Supporting the Developmental Accomplishments in the Primary Gradesp. 179
Supporting the Critical Elements of Learning Activityp. 181
Use Models as a Way to Help Children Understand Generalized Actionsp. 181
Help Children See "Through" the Activity to the Learning Goalp. 182
Help Children Understand the Concept of a Standard and Learn How to Use Standards to Guide Learningp. 182
Devise Ways to Promote Reflectionp. 183
Step-by-Step Formation as a Way to Support the Development of Learning Actionsp. 183
The Importance of the Orienting Basis of Actionp. 184
The Need for "Materialized" Actionp. 185
Automatization of Mental Actionsp. 186
The Distinction between Natural and Avoidable Errorsp. 187
Scaffolded Writing-The Application of Step-by-Step Formation to Writingp. 188
Supporting Primary-Grade Children Who Are Missing the Developmental Accomplishments of Preschool and Kindergarten Yearsp. 191
The Child Who Practices Should Winp. 192
The Game Should Be Self-Correctingp. 193
The Game Should Change as the Children's Skills Changep. 193
For Further Readingp. 193
Chapter 14 Dynamic Assessment: Application of the Zone of Proximal Developmentp. 194
Traditional vs. Dynamic Assessmentp. 195
What Is Dynamic Assessment?p. 197
Post-Vygotskian Applications of Dynamic Assessmentp. 198
Example of Dynamic Assessment in the Classroomp. 199
Dynamic Assessment: A Tool for Instructionp. 204
For Further Readingp. 205
Epiloguep. 207
Glossaryp. 209
Referencesp. 213
Author Indexp. 225
Subject Indexp. 229
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