Vygotsky's Educational Theory in Cultural Context (Learning in Doing: Social, Cognitive and Computational Perspectives) PDF
Preview Vygotsky's Educational Theory in Cultural Context (Learning in Doing: Social, Cognitive and Computational Perspectives)
This page intentionally left blank Vygotsky’sEducationalTheoryinCulturalContext This book comprehensively covers all major topics of Vygotskian educa- tionaltheoryanditsclassroomapplications.Particularattentionispaidtothe Vygotskianideaofchilddevelopmentasaconsequenceratherthanpremise oflearningexperiences.Suchareversalallowsfornewinterpretationsofthe relationshipsbetweencognitivedevelopmentandeducationatdifferentjunc- tions of the human life span. It also opens new perspectives on atypical de- velopment,learningdisabilities,andassessmentofchildren’slearningpoten- tial.ClassroomapplicationsofVygotskiantheory,teacherpreparation,andthe changingroleofateacherinasocioculturalclassroomarediscussedinaddi- tiontotheissuesoflearningactivitiesandpeerinteraction.Relevantresearch findingsfromtheUnitedStates,WesternEurope,andRussiaareconsideredto- gethertoclarifythepossiblenewapplicationsofVygotskianideasindifferent disciplinaryareas.ThesocioculturalorientationofVygotskiantheoryhelpsto reveallearningpatternsthatbecomeobscuredinmoretraditionalresearch. Dr. Alex Kozulin is Research Director at the International Center for the Enhancement of Learning Potential and an Invited Lecturer at Hebrew University, School of Education, in Jerusalem. Dr. Kozulin is author of Vygotsky’s Psychology: A Biography of Ideas (1990) and Psychological Tools: A SocioculturalApproachtoEducation(1998). Dr.BorisGindisisProfessorofPsychologyandDirectorofBilingualPrograms atTouroCollege,GraduateSchoolofPsychologyandEducation,inNewYork. He is the author of many articles and book chapters on Lev Vygotsky’s sci- entific legacy, and in 1995–1996 he was guest editor of special issues of two journals, Educational Psychologist and School Psychology International, devoted toVygotsky’stheoryandpractice. Dr.VladimirS.AgeyevisAssociateDirectoroftheUrbanEducationInstitute andClinicalProfessorofPsychologyintheGraduateSchoolofEducationat theUniversityatBuffalo,StateUniversityofNewYork.HewasanEditorial BoardmemberofthejournalsConflictandPeace:JournalofPeacePsychologyand PoliticsandIndividual. Dr.SuzanneM.MillerisAssociateProfessorintheGraduateSchoolofEduca- tionattheUniversityatBuffalo,StateUniversityofNewYork.Sheisacoeditor ofthebookMulticulturalLiteratureandLiteracies(1993)andhaspublishednu- merousarticlesinjournalssuchasResearchintheTeachingofEnglish,American EducationalResearchJournal,andEnglishEducation. LearninginDoing:Social,Cognitive,and ComputationalPerspectives SeriesEditorEmeritus john seely brown, XeroxPaloAltoResearchCenter GeneralEditors roy pea, ProfessorofEducationandtheLearning SciencesandDirector,StanfordCenterforInnovationsin Learning,StanfordUniversity christian heath, TheManagementCentre, King’sCollege,London lucy a. suchman, CentreforScienceStudiesand DepartmentofSociology,LancasterUniversity,UK PlansandSituatedActions:TheProblemofHuman–MachineCommunication lucy a. suchman TheConstructionZone:WorkingforCognitiveChangeinSchools denis newman, peg griffin, and michael cole SituatedLearning:LegitimatePeripheralParticipation jean lave and etienne wenger StreetMathematicsandSchoolMathematics terezinha nunes, david william carraher, and analucia dias schliemann UnderstandingPractice:PerspectivesonActivityandContext seth chaiklin and jean lave DistributedCognitions:PsychologicalandEducationalConsiderations gavriel salomon TheComputerasMedium peter bogh andersen, berit holmqvist, and jens f. jensen SocioculturalStudiesofMind james v. wertsch, pablo del rio, and amelia alvarez ContinuedfollowingtheIndex Vygotsky’s Educational Theory in Cultural Context Editedby ALEX KOZULIN InternationalCenterfortheEnhancementof LearningPotential BORIS GINDIS TouroCollege VLADIMIR S. AGEYEV TheUniversityatBuffalo,StateUniversityofNewYork SUZANNE M. MILLER TheUniversityatBuffalo,StateUniversityofNewYork Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo Cambridge University Press The Edinburgh Building, Cambridge , United Kingdom Published in the United States of America by Cambridge University Press, New York www.cambridge.org Information on this title: www.cambridge.org/9780521821315 © Cambridge University Press 2003 This book is in copyright. Subject to statutory exception and to the provision of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published in print format 2003 - isbn-13 978-0-511-07032-7 eBook (EBL) - isbn-10 0-511-07032-2 eBook (EBL) - isbn-13 978-0-521-82131-5 hardback - isbn-10 0-521-82131-2 hardback isbn--13 978-0-521-52883-2 paperback - isbn-10 0-521-52883-6 paperback Cambridge University Press has no responsibility for the persistence or accuracy of s for external or third-party internet websites referred to in this book, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Contents ListofContributors pagexi SeriesForeword xiii Introduction:SocioculturalTheoryandEducation: Students,Teachers,andKnowledge 1 AlexKozulin,BorisGindis,VladimirS.Ageyev,and SuzanneM.Miller part i: concepts and paradigms 1 PsychologicalToolsandMediatedLearning 15 AlexKozulin 2 TheZoneofProximalDevelopmentinVygotsky’s AnalysisofLearningandInstruction 39 SethChaiklin 3 Vygotsky’sDoctrineofScientificConcepts:ItsRolefor ContemporaryEducation 65 YuriyV.Karpov 4 SomeCognitiveToolsofLiteracy 83 KieranEganandNataliaGajdamaschko 5 DynamicAssessmentoftheEvolvingCognitiveFunctions inChildren 99 CarolS.LidzandBorisGindis part ii: development and learning 6 PeriodsinChildDevelopment:Vygotsky’sPerspective 119 HolbrookMahn 7 DevelopmentThroughtheLifespan:ANeo-Vygotskian Approach 138 YuriyV.Karpov vii viii Contents 8 LearningandDevelopmentofPreschoolChildren fromtheVygotskianPerspective 156 ElenaBodrovaandDeborahJ.Leong 9 TheLearningActivityintheFirstYearsofSchooling:The DevelopmentalPathTowardReflection 177 GalinaZuckerman 10 RemediationThroughEducation:SocioculturalTheory andChildrenwithSpecialNeeds 200 BorisGindis part iii: sociocultural theory application in the classroom 11 Cultural–HistoricalTheoryandMathematicsEducation 225 JeanSchmittau 12 SocioculturalTheoryandthePracticeofTeaching HistoricalConcepts 246 JacquesHaenen,HubertSchrijnemakers,andJobStufkens 13 FormationofLearningActivityandTheoreticalThinking inScienceTeaching 267 HartmutGiestandJoachimLompscher 14 HowLiteratureDiscussionShapesThinking:ZPDsfor Teaching/LearningHabitsoftheHeartandMind 289 SuzanneM.Miller 15 BeyondCognition:AVygotskianPerspectiveon EmotionalityandTeachers’ProfessionalLives 317 AnneDiPardoandChristinePotter part iv: diverse learners and contexts of education 16 IntrapersonalCommunicationandInternalizationinthe SecondLanguageClassroom 349 JamesP.Lantolf 17 MediationinCognitiveSocialization:TheInfluenceof SocioeconomicStatus 371 PedroR.PortesandJenniferA.Vadeboncoeur 18 CulturalModeling:CHATasaLensforUnderstanding InstructionalDiscourseBasedonAfricanAmerican EnglishDiscoursePatterns 393 CarolD.Lee
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