Contexts for Learning: Sociocultural Dynamics in Children's Development PDF
Preview Contexts for Learning: Sociocultural Dynamics in Children's Development
Contexts for Learning This page intentionally left blank Contexts for Learning SOCIOCULTURAL DYNAMICS IN CHILDREN'S DEVELOPMENT Ellice A. Forman Norris Minick C. Addison Stone New York Oxford OXFORD UNIVERSITY PRESS Oxford University Press Oxford New York Athens Auckland Bangkok Bogota Bombay Buenos Aires Calcutta Cape Town Dar es Salaam Delhi Florence Hong Kong Istanbul Karachi Kuala Lumpur Madras Madrid Melbourne Mexico City Nairobi Paris Singapore Taipei Tokyo Toronto and associated companies in Berlin Ibadan Copyright © 1993 by Oxford University Press, Inc. First published in 1993 by Oxford University Press, Inc., 198 Madison Avenue, New York, New York 10016 First issued as an Oxford University Press paperback, 1996 Oxford is a registered trademark of Oxford University Press All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Oxford University Press. Library of Congress Cataloging-in-Publication Data Contexts for learning: sociocultural dynamics in children's development edited by Ellice A. Forman, Norris Minick, C. Addison Stone, p. cm. Includes bibliographical references and index. ISBN 0-19-510977-5 (Pbk.) 1. Learning, Psychology of—Social aspects. 2. Constructivism (Education). 3. Cognition and culture. 4. Cognition in children. I. Forman, Ellice A. II. Minick, Norris. III. Stone, C. Addison. LB1051.C6782 1993 370.15'2—dc20 92-5058 135798642 Printed in the United States of America on acid-free paper In memory of Sylvia Scribner, whose continuing presence can be felt throughout this book. This page intentionally left blank CONTENTS CONTRIBUTORS IX INTRODUCTION: Integration of Individual, Social, and Institutional Processes in Accounts of Children's Learning and Development 3 Norris Minick, C. Addison Stone, and ElliceA. Forman PART I Discourse and Learning in Classroom Practice CHAPTER 1 Vygotsky in Classroom Practice: Moving from Individual Transmission to Social Transaction 19 Luis C. Moll and Kathryn F. Whitmore CHAPTER 2 First-Grade Dialogues for Knowledge Acquisition and Use 43 Annemarie Sullivan Palincsar, Ann L. Brown, and Joseph C. Campione CHAPTER 3 Dynamics of Discourse: Literacy and the Construction of Knowledge 58 Gen Ling M. Chang-Wells and Gordon Wells CHAPTER 4 Discourse, Mathematical Thinking, and Classroom Practice 91 Paul Cobb, Terry Wood, and Ema Yackel CHAPTER 5 Creating and Reconstituting Contexts for Educational Interactions, Including a Computer Program 120 Peg Griffin, Alexandra Belyaeva, Galina Soldatova, and the Velikhov-Hamburg Collective COMMENTARY Time to Merge Vygotskian and Constructivist Conceptions of Knowledge Acquisition 153 Giyoo Hatano PART II Interpersonal Relations in Formal and Informal Education CHAPTER 6 What Is Missing in the Metaphor of Scaffolding? 169 C. Addison Stone CHAPTER 7 Deconstruction in the Zone of Proximal Development 184 Bonnie E. Litowitz viii Contents CHAPTER 8 Vygotsky, Hymes, and Bakhtin: From Word to Utterance and Voice 197 Courtney B. Cazden CHAPTER 9 Vygotskian Perspective on Children's Collaborative Problem-Solving Activities 213 ElliceA. Forman and Jean McPhail CHAPTER 10 Toddlers' Guided Participation with Their Caregivers in Cultural Activity 230 Barbara Rogoff, Christine Mosier, Jayanthi Mistry, and Artin Goncu COMMENTARY Away from Internalization 254 Martin J. Packer PART III Sociocultural Institutions of Formal and Informal Education CHAPTER 11 Institutional and Social Context of Educational Practice and Reform 269 Roland Tharp CHAPTER 12 Generation and Transmission of Shared Knowledge in the Culture of Collaborative Learning: The Fifth Dimension, Its Play-World, and Its Institutional Contexts 283 Ageliki Nicolopoulou and Michael Cole CHAPTER 13 Activity Settings of Early Literacy: Home and School Factors in Children's Emergent Literacy 315 Ronald Gallimore and Claude Goldenberg CHAPTER 14 A Sociocultural Approach to Agency 336 James V. Wertsch, Peeler Tulviste, and Fran Hagstrom COMMENTARY Interface between Sociocultural and Psychological Aspects ofCognition 357 Robert Serpell AFTERWORD: Direction of Post-Vygotskian Research 369 Jacqueline J. Goodnow NAME INDEX 383 SUBJECT INDEX 389 CONTRIBUTORS Alexandra Belyaeva Ellice A. Forman The Velikhov-Hamburg Collective Department of Psychology in at The Institute of Psychology Education Moscow, Russia School of Education and The Laboratory of Comparative University of Pittsburgh Human Cognition Pittsburgh, PA San Diego, CA Ronald Gallimore Ann L. Brown Department of Psychiatry and Education in Mathematics, Science, Biobehavioral Sciences and Technology University of California, Los Angeles Graduate School of Education Los Angeles, CA University of California, Berkeley Berkeley, CA Claude Goldenberg Department of Psychiatry and Joseph C. Campione Biobehavioral Sciences Education in Mathematics, Science, University of California, Los Angeles and Technology Los Angeles, CA Graduate School of Education University of California, Berkeley Artin Goncu Berkeley, CA Department of Educational Psychology College of Education Comrtney B. Cazden University of Illinois at Chicago Teaching, Curriculum, and Learning Chicago, IL Environments Harvard Graduate School of Education Jacqueline J. Goodnow Cambridge, MA School of Behavioral Sciences Macquarie University Gen Ling M. Chang-Wells Sydney, Australia Toronto Board of Education Toronto, Canada Peg Griffin The Velikhov-Hamburg Collective Paul Cobb at The Institute of Psychology Peabody College Moscow, Russia Vanderbilt University and The Laboratory of Comparative Nashville, TN Human Cognition San Diego, CA Michael Cole Laboratory of Comparative Human Fran Hagstrom Cognition Frances L. Hiatt School of Psychology University of California, San Diego Clark University La Jolla, CA Worcester, MA
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