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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
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Searching... | 30000010274856 | LB1139.23 B63 2007 | Open Access Book | Book | Searching... |
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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 Development | p. 1 |
Chapter 1 Introduction to the Vygotskian Approach | p. 3 |
Tools of the Mind | p. 4 |
Why Mental Tools Are Important | p. 5 |
History of the Vygotskian Approach | p. 6 |
The Life of Vygotsky | p. 6 |
Vygotsky's Contemporaries | p. 7 |
Post Vygotskians: Russian Colleagues and Students | p. 7 |
Research and Applications of Vygotsky's Theory in the West | p. 8 |
The Vygotskian Framework: Principles of Psychology and Education | p. 9 |
The Construction of Knowledge | p. 9 |
The Importance of Social Context | p. 10 |
The Relationship of Learning and Development | p. 12 |
The Role of Language in Development | p. 14 |
For Further Reading | p. 14 |
Chapter 2 Acquiring Mental Tools and Higher Mental Functions | p. 15 |
The Purpose of Tools | p. 16 |
Extending the Mind's Capacities | p. 16 |
Mastering Behavior | p. 17 |
Gaining Independence | p. 17 |
Reaching the Highest Level of Development | p. 18 |
Language: The Universal Tool | p. 18 |
The Concept of Higher Mental Functions | p. 19 |
Characteristics of Lower Mental Functions | p. 19 |
Characteristics of Higher Mental Functions | p. 19 |
The Development of Higher Mental Functions | p. 21 |
Building on Lower Mental Functions | p. 22 |
The Influence of Cultural Context | p. 22 |
Moving from Shared to Individual Functions | p. 22 |
Individual Differences in the Development of Mental Functions | p. 23 |
Lower Mental Functions | p. 23 |
Higher Mental Functions | p. 23 |
Compensating for the Deficits in the Development of Higher and Lower Mental Functions: Vygotskian Approach to Special Education | p. 24 |
Social and Cultural Nature of Disabilities | p. 24 |
Remediation as a Means of Remediation | p. 25 |
Application of Vygotsky's Theory to Special Education | p. 26 |
For Further Reading | p. 27 |
Chapter 3 The Vygotskian Framework and Other Theories of Development and Learning | p. 28 |
Piaget's Constructivist Approach 29 | |
Similarities | p. 29 |
Differences | p. 30 |
Behaviorist Theories | p. 31 |
Similarities | p. 31 |
Differences | p. 31 |
Information Processing Theory | p. 33 |
Similarities | p. 33 |
Differences | p. 33 |
Montessori's Approach | p. 34 |
Similarities | p. 34 |
Differences | p. 34 |
Critique of the Vygotskian Approach | p. 35 |
For Further Reading | p. 35 |
Section II Strategies for Development and Learning | p. 37 |
Chapter 4 The Zone of Proximal Development | p. 39 |
Defining the Zone of Proximal Development | p. 40 |
Independent Performance and Assisted Performance | p. 40 |
Dynamics of the ZPD | p. 41 |
Using the ZPD to Study Development | p. 42 |
Implications for Learning/Teaching | p. 44 |
Assisting Performance | p. 44 |
Assessing Children's Abilities | p. 44 |
Defining Developmentally Appropriate Practice | p. 45 |
Using the ZPD to Teach | p. 46 |
Amplification | p. 46 |
Scaffolding | p. 47 |
The ZPD as Construction Zone | p. 48 |
Performance and Competence | p. 48 |
Structuring Situations | p. 48 |
Dynamics of Scaffolding within the ZPD | p. 49 |
For Further Reading | p. 49 |
Chapter 5 Tactics: Using Mediators | p. 50 |
Mediator as Mental Tools | p. 51 |
The Function of Mediators | p. 51 |
Developmental Path of Mediators | p. 52 |
Mediation of Social and Emotional Behaviors | p. 53 |
External Mediation of Cognition | p. 54 |
Perception | p. 54 |
Attention | p. 55 |
Memory | p. 55 |
Thinking | p. 56 |
Using Mediators in the Classroom | p. 56 |
Mediators as Scaffolding | p. 57 |
What Mediators Are Not | p. 57 |
Examples of Using External Mediators in a Classroom | p. 58 |
Guidelines for Using External Mediators | p. 61 |
For Further Reading | p. 63 |
Chapter 6 Tactics: Using Language | p. 64 |
Language as a Cultural Tool | p. 65 |
The Functions of Speech | p. 66 |
Developmental Path of Speech | p. 66 |
The Emergence of Speech and Thinking | p. 67 |
Private Speech | p. 68 |
Inner Speech and Verbal Thinking | p. 69 |
The Development of Meaning | p. 70 |
The Development of Written Speech | p. 71 |
How Writing Promotes Thinking | p. 71 |
Using Language in the Classroom | p. 74 |
Support the Development of Private Speech | p. 74 |
Support the Development of Meaning | p. 75 |
Support the Development of Written Speech | p. 76 |
For Further Reading | p. 77 |
Chapter 7 Tactics: Using Shared Activities | p. 78 |
Interaction During Shared Activity | p. 79 |
How Shared Activity Promotes Learning | p. 80 |
Shared Activity, Other-Regulation, and Self-Regulation | p. 81 |
The Importance of Other-Regulation | p. 81 |
Using Other-Regulation to Promote Self-Regulation | p. 82 |
The Role of the Teacher in Shared Activity | p. 83 |
Teachers as Partners | p. 84 |
Teachers as the Planners | p. 87 |
The Role of Peers in Shared Activity | p. 88 |
For Further Reading | p. 91 |
Section III Applying the Vygotskian Approach to Development and Learning in Early Childhood | p. 93 |
Chapter 8 Developmental Accomplishments and Leading Activity: Infants and Toddlers | p. 95 |
The Concept of Developmental Accomplishment | p. 96 |
Social Situation of Development | p. 96 |
The Role of Social Situation of Development in Child Development | p. 97 |
The Concept of Leading Activity | p. 97 |
The Definition of Leading Activity | p. 98 |
How Children Begin to Engage in Leading Activity | p. 99 |
Developmental Accomplishments of Infancy | p. 100 |
Attachment | p. 100 |
Object-Oriented Sensorimotor Actions | p. 101 |
Leading Activity of Infants: Emotional Interactions with Caregivers | p. 101 |
Emotional Exchanges | p. 102 |
First Child Initiations | p. 102 |
Exchanges Around Objects | p. 103 |
First Gestures and Words | p. 103 |
Developmental Accomplishments of Toddlers | p. 105 |
Sensorimotor Thinking | p. 106 |
Emerging Self-Concept | p. 107 |
Leading Activity of Toddlers: Object-Oriented Activity | p. 108 |
Adult Mediation of Object-Oriented Activity | p. 108 |
Instrumental Activity | p. 108 |
The Role of Language in Object-Oriented Activity | p. 109 |
Restructuring of Perception Through Object-Oriented Activity | p. 109 |
Symbolic Substitution | p. 109 |
For Further Reading | p. 110 |
Chapter 9 Supporting the Developmental Accomplishments of Infants and Toddlers | p. 111 |
Supporting Infants from Birth to 6 Months | p. 112 |
Scaffolding Emotional Communication | p. 112 |
Scaffolding the First Child Initiations | p. 112 |
Supporting Infants from 6 to 12 Months Old | p. 114 |
Scaffolding Exchanges Around Objects | p. 114 |
Scaffolding First Gestures | p. 115 |
Supporting Toddlers from 12 to 24 Months Old | p. 116 |
Supporting Object-Oriented Activities | p. 116 |
Supporting Instrumental Activity | p. 117 |
Supporting the Development of "Sensorimotor Concepts" | p. 117 |
Supporting the Acquisition of Sensory Standards | p. 118 |
Supporting Symbolic Substitutions | p. 118 |
Supporting Toddlers from 24 to 36 Months Old: Transition from Toddlerhood to Preschool | p. 119 |
Supporting the Toddler's Emerging Self-Concept | p. 119 |
Supporting the Beginnings of Make-Believe Play | p. 119 |
Supporting the Beginning of Self-Regulation | p. 121 |
For Further Reading | p. 122 |
Chapter 10 Developmental Accomplishments and Leading Activity: Preschool and Kindergarten | p. 123 |
Developmental Accomplishments | p. 124 |
Symbolic Function | p. 124 |
Beginning to Act on an Internal Mental Plane | p. 125 |
Imagination | p. 126 |
Integration of Emotions and Thinking | p. 126 |
Development of Self-Regulation | p. 127 |
Make-Believe Play: The Leading Activity | p. 129 |
Conceptions of Play in Psychology and Education | p. 129 |
Play in the Vygotskian Framework | p. 129 |
How Play Influences Development | p. 131 |
Creating the Zone of Proximal Development | p. 132 |
Facilitating the Separation of Thought from Actions and Objects | p. 133 |
Facilitating the Development of Self-Regulation | p. 134 |
Impacting the Child's Motivation | p. 134 |
Facilitating Cognitive "De-centering" | p. 134 |
The Developmental Path of Play | p. 135 |
Play in Toddlers | p. 135 |
Play in Preschoolers and Kindergartners | p. 135 |
Nonplay Activities in Preschool/Kindergarten | p. 136 |
Games with Rules | p. 136 |
Productive Activities | p. 138 |
Preacademic Activities | p. 138 |
Motor Activities | p. 139 |
School Readiness | p. 139 |
For Further Reading | p. 140 |
Chapter 11 Supporting the Developmental Accomplishments in Preschool and Kindergarten | p. 141 |
Scaffolding Make-Believe Play as a Leading Activity | p. 142 |
Characteristics of Mature Play | p. 142 |
Levels of Play Found in the Preschool/Kindergarten Classroom | p. 144 |
Enriching Play | p. 144 |
Scaffolding Other Activities in the Preschool/Kindergarten Classroom | p. 153 |
Games with Rules | p. 154 |
Productive Activities | p. 155 |
Preacademic Skills | p. 158 |
Motor Activities | p. 162 |
Scaffolding School Readiness | p. 162 |
For Further Reading | p. 163 |
Chapter 12 Developmental Accomplishments and Leading Activity: Primary Grades | p. 164 |
Formal Schooling and Development in the Primary Grades | p. 165 |
The Developmental Accomplishments of the Elementary School Child | p. 166 |
Beginnings of Theoretical Reasoning | p. 166 |
Emergence of Higher Mental Functions | p. 169 |
Motivation to Learn | p. 170 |
Leading Activity: Learning Activity | p. 172 |
Definition of Learning Activity | p. 173 |
Learning Task | p. 173 |
Learning Actions | p. 174 |
Control Action or Feedback | p. 175 |
Self-Reflection | p. 177 |
Learning Activity in the Primary Grades | p. 177 |
For Further Reading | p. 178 |
Chapter 13 Supporting the Developmental Accomplishments in the Primary Grades | p. 179 |
Supporting the Critical Elements of Learning Activity | p. 181 |
Use Models as a Way to Help Children Understand Generalized Actions | p. 181 |
Help Children See "Through" the Activity to the Learning Goal | p. 182 |
Help Children Understand the Concept of a Standard and Learn How to Use Standards to Guide Learning | p. 182 |
Devise Ways to Promote Reflection | p. 183 |
Step-by-Step Formation as a Way to Support the Development of Learning Actions | p. 183 |
The Importance of the Orienting Basis of Action | p. 184 |
The Need for "Materialized" Action | p. 185 |
Automatization of Mental Actions | p. 186 |
The Distinction between Natural and Avoidable Errors | p. 187 |
Scaffolded Writing-The Application of Step-by-Step Formation to Writing | p. 188 |
Supporting Primary-Grade Children Who Are Missing the Developmental Accomplishments of Preschool and Kindergarten Years | p. 191 |
The Child Who Practices Should Win | p. 192 |
The Game Should Be Self-Correcting | p. 193 |
The Game Should Change as the Children's Skills Change | p. 193 |
For Further Reading | p. 193 |
Chapter 14 Dynamic Assessment: Application of the Zone of Proximal Development | p. 194 |
Traditional vs. Dynamic Assessment | p. 195 |
What Is Dynamic Assessment? | p. 197 |
Post-Vygotskian Applications of Dynamic Assessment | p. 198 |
Example of Dynamic Assessment in the Classroom | p. 199 |
Dynamic Assessment: A Tool for Instruction | p. 204 |
For Further Reading | p. 205 |
Epilogue | p. 207 |
Glossary | p. 209 |
References | p. 213 |
Author Index | p. 225 |
Subject Index | p. 229 |