Contexts for Learning
Oxford University Press Inc (Verlag)
978-0-19-510977-1 (ISBN)
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.
Norris Minick is Assistant Professor of Communicative Sciences and Disorders in the School of Speech at Northwestern University. Ellice A. Forman is Assistant Professor in the School of Education at the University of Pittsburgh. C. Addison Stone is Professor and Head of the Program on Learning Disabilities in the Department of Communication Sciences and Disorders at Northwestern University.
PART 1: DISCOURSE AND LEARNING IN CLASSROOM PRACTICE ; 1. Vygotsky in Classroom Practice: Moving from Individual Transmission to Social Transaction ; 2. First-Grade Dialogues for Knowledge Acquisition and Use ; 3. The Dynamics of Discourse ; 4. Discourse, Mathematical Thinking, and Classroom Practice ; 5. Creating and Reconstituting Contexts: Educational Interactions Including a Computer Program ; A Time to Merge Vygotskian and Constructivist Conceptions of Knowledge Acquisition: A Commentary on Part 1 ; PART II: INTERPERSONAL RELATIONS IN FORMAL AND INFORMAL EDUCATION ; 6. What's Missing in the Metaphor of Scaffolding ; 7. Deconstruction in the Zone of Proximal Development ; 8. Vygotsky, Hymes and Bakhtin: From Word to Development ; 9. A Vygotskian Perspective on Children's Collaborative Problem-Solving Activities ; 10. Toddlers' Guided Participation with Their Caregivers in Cultural Activity ; Away from Internalization: A Commentarty on Part II ; PART III: THE SOCIOCULTURAL INSTITUTIONS OF FORMAL AND INFORMAL EDUCATION ; 11. The Institutional and Social Context of Educational Practice and Reform ; 12. The Fifth Dimension, its Play-World, and its Institutional Contexts: The Generation and Transmission of Shared Knowledge in the Culture of Collaborative Learning ; 13. Activity Settings of Early Literacy: Home and School Factors in Children's Emergent Literacy ; 14. A Sociocultural Approach to Agency ; The Interface between Sociocultural and Psychological Aspects of Cognition: A Commentary on Part III
| Erscheint lt. Verlag | 16.1.1997 |
|---|---|
| Zusatzinfo | line figures, tables |
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 235 x 160 mm |
| Gewicht | 590 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie |
| Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie | |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft | |
| ISBN-10 | 0-19-510977-5 / 0195109775 |
| ISBN-13 | 978-0-19-510977-1 / 9780195109771 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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