Ellice A. Forman, Norris Minick, C. Addison Stone

Contexts for Learning (eBook, PDF)

Sociocultural Dynamics in Children's Development

• Format: PDF

Produktbeschreibung

This 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.

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Produktdetails

• Verlag: Oxford University Press
• Erscheinungstermin: 4. November 1993
• Englisch
• ISBN-13: 9780198023159
• Artikelnr.: 54113003

Autorenporträt

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.

Inhaltsangabe

* PART 1: Discourse and Learning in Classroom Practice
* 1: L.C. Moll and K.F. Whitmore: Vygotsky in Classroom Practice:
Moving from Individual Transmission to Social Transaction
* 2: A.S. Palinscar, A.L. Brown and J.C. Campione: First-Grade
Dialogues for Knowledge Acquisition and Use
* 3: G.M. Chang and G. Wells: The Dynamics of Discourse
* 4: P. Cobb, T. Wood and E. Yackel: Discourse, Mathematical Thinking,
and Classroom Practice
* 5: P. Griffin, A. Belyaeva and G. Soldatova: 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: C.A. Stone: What's Missing in the Metaphor of Scaffolding
* 7: B.E. Litowitz: Deconstruction in the Zone of Proximal Development
* 8: C.B. Cazden: Vygotsky, Hymes and Bakhtin: From Word to Development
* 9: E.A. Forman and J.A. McPhail: A Vygotskian Perspective on
Children's Collaborative Problem-Solving Activities
* 10: B. Rogoff et al.: 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: R. Tharp: The Institutional and Social Context of Educational
Practice and Reform
* 12: A. Nicolopoulou and M. Cole: The Fifth Dimension, its Play-World,
and its Institutional Contexts: The Generation and Transmission of
Shared Knowledge in the Culture of Collaborative Learning
* 13: R. Gallimore: Activity Settings of Early Literacy: Home and
School Factors in Children's Emergent Literacy
* 14: J.V. Wersch, P. Tulviste and F.A. Hagstrom: A Sociocultural
Approach to Agency
* The Interface between Sociocultural and Psychological Aspects of
Cognition: A Commentary on Part III