Contexts for Learning
Sociocultural Dynamics in Children's Development
Published on 16. January 1997
Book
Paperback/Softback
416 pages
978-0-19-510977-1 (ISBN)
Description
This work presents landmark research concerning the vital dynamics of childhood psychological development. It's origin can be traced to the late 1970s, when several psychologists began to challenge existing notions of cognitive development by suggesting that such functioning is bound to specific contexts and that cognitive development is based on the mastery of culturally defined ways of speaking, thinking, and acting. About the same time, several translations were made available in this country of the seminal work of Vygotsky, the noted theoretician, offering a conceptual base on which these workers could build. This volume, with contributions from many of the scholars who pioneered this area and translated the work of Vygotsky, looks at the complex mechanisms by which children acquire the cultural and linguistic tools to carry out cognitive activities and explores the implications of this research for education. The book is organized around three main parts: Discourse and Learning in Classroom Practice, Interpersonal Relations in Formal and Informal Education, and The Sociocultural Institutions of Formal and Informal Education. An afterword by Jacqueline Goodnow suggests new directions for sociocultural research and education. The intended audience is composed of developmental, educational, and cognitive psychologists, along with advanced students in developmental and educational psychology.
Reviews / Votes
"Has broad applicability for all involved in education, whether applied or research; it should be required reading for educational policy makers and administrators." --Readings"The editors, Forman, Minick, and Stone have orchestrated well a set of essays on topics that are important to elevating sociocultural processes more centrally in our understanding of children's learning."--Contemporary Psychology
"An excellent introduction..." --Choice
"Has broad applicability for all involved in education, whether applied or research; it should be required reading for educational policy makers and administrators." --Shirley R. Rausher, Ph.D., Manhattan Community College, City U of New York, Readings
What distinguishes this volume structurally is its division into three parts, each one containing. . .an integrative commentary chapter. These commentary chapters probably constitute the major achievement of this volume bringing discussion to the level of real dialogue. --Teaching Thinking & Problem Solving
More details
Language
English
Place of publication
New York
United States
Target group
Professional and scholarly
Illustrations
line figures, tables
Dimensions
Height: 234 mm
Width: 156 mm
Thickness: 22 mm
Weight
617 gr
ISBN-13
978-0-19-510977-1 (9780195109771)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Ellice A. Forman | Norris Minick | C. Addison Stone
Contexts for Learning
Sociocultural Dynamics in Children's Development
E-Book
11/1993
OUP eBook
€35.49
Available for download
Persons
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.
Content
PART 1: DISCOURSE AND LEARNING IN CLASSROOM PRACTICE ; 1. Vygotsky in Classroom Practice: Moving from Individual Transmission to Social Transaction ; 2. First-Grade Dialogues for Knowledge Acquisition and Use ; 3. The Dynamics of Discourse ; 4. Discourse, Mathematical Thinking, and Classroom Practice ; 5. 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. What's Missing in the Metaphor of Scaffolding ; 7. Deconstruction in the Zone of Proximal Development ; 8. Vygotsky, Hymes and Bakhtin: From Word to Development ; 9. A Vygotskian Perspective on Children's Collaborative Problem-Solving Activities ; 10. 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. The Institutional and Social Context of Educational Practice and Reform ; 12. The Fifth Dimension, its Play-World, and its Institutional Contexts: The Generation and Transmission of Shared Knowledge in the Culture of Collaborative Learning ; 13. Activity Settings of Early Literacy: Home and School Factors in Children's Emergent Literacy ; 14. A Sociocultural Approach to Agency ; The Interface between Sociocultural and Psychological Aspects of Cognition: A Commentary on Part III