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.
Author(s): Ellice A. Forman, Norris Minick, C. Addison Stone
Year: 1996
Language: English
Pages: 416
CONTENTS......Page 8
CONTRIBUTORS......Page 10
INTRODUCTION: Integration of Individual, Social, and Institutional Processes in Accounts of Children's Learning and Development......Page 16
PART I: Discourse and Learning in Classroom Practice......Page 30
CHAPTER 1 Vygotsky in Classroom Practice: Moving from Individual Transmission to Social Transaction......Page 32
CHAPTER 2 First-Grade Dialogues for Knowledge Acquisition and Use......Page 56
CHAPTER 3 Dynamics of Discourse: Literacy and the Construction of Knowledge......Page 71
CHAPTER 4 Discourse, Mathematical Thinking, and Classroom Practice......Page 104
CHAPTER 5 Creating and Reconstituting Contexts for Educational Interactions, Including a Computer Program......Page 133
COMMENTARY: Time to Merge Vygotskian and Constructivist Conceptions of Knowledge Acquisition......Page 166
PART II: Interpersonal Relations in Formal and Informal Education......Page 180
CHAPTER 6 What Is Missing in the Metaphor of Scaffolding?......Page 182
CHAPTER 7 Deconstruction in the Zone of Proximal Development......Page 197
CHAPTER 8 Vygotsky, Hymes, and Bakhtin: From Word to Utterance and Voice......Page 210
CHAPTER 9 Vygotskian Perspective on Children's Collaborative Problem-Solving Activities......Page 226
CHAPTER 10 Toddlers' Guided Participation with Their Caregivers in Cultural Activity......Page 243
COMMENTARY: Away from Internalization......Page 267
PART III: Sociocultural Institutions of Formal and Informal Education......Page 280
CHAPTER 11 Institutional and Social Context of Educational Practice and Reform......Page 282
CHAPTER 12 Generation and Transmission of Shared Knowledge in the Culture of Collaborative Learning: The Fifth Dimension, Its Play-World, and Its Institutional Contexts......Page 296
CHAPTER 13 Activity Settings of Early Literacy: Home and School Factors in Children's Emergent Literacy......Page 328
CHAPTER 14 A Sociocultural Approach to Agency......Page 349
COMMENTARY: Interface between Sociocultural and Psychological Aspects of Cognition......Page 370
AFTERWORD: Direction of Post-Vygotskian Research......Page 382
D......Page 396
H......Page 397
N......Page 398
T......Page 399
Z......Page 400
B......Page 402
D......Page 403
I......Page 404
L......Page 405
R......Page 406
S......Page 407
Z......Page 408
