Contexts for LearningThis 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. |
Contents
3 | |
Moving from Individual | 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 |
383 | |
389 | |
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Common terms and phrases
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