This book comprehensively covers all major topics of Vygotskian educational theory and its classroom applications. Particular attention is paid to the Vygotskian idea of child development as a consequence rather than premise of learning experiences. Such a reversal allows for new interpretations of the relationships between cognitive development and education at different junctions of the human life span. It also opens new perspectives on atypical development, learning disabilities, and assessment of children’s learning potential. Classroom applications of Vygotskian theory, teacher preparation, and the changing role of a teacher in a sociocultural classroom are discussed in addition to the issues of learning activities and peer interaction. Relevant research findings from the United States, Western Europe, and Russia are considered together to clarify the possible new applications of Vygotskian ideas in different disciplinary areas. The sociocultural orientation of Vygotskian theory helps to reveal learning patterns that become obscured in more traditional research.
Giorgio BertiniResearch on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
530 Posts in this Blog
- Follow Learning Philosophy on WordPress.com