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Informationen zum Autor 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. Klappentext 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. The 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. Zusammenfassung 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. Inhaltsverzeichnis PART 1: Discourse and Learning in Classroom Practice 1: L.C. Moll and K.F. Whitmore: Vygotsky in Classroom Practice: Moving from Individual Transmission to Social Transaction 2: A.S. Palinscar, A.L. Brown and J.C. Campione: First-Grade Dialogues for Knowledge Acquisition and Use 3: G.M. Chang and G. Wells: The Dynamics of Discourse 4: P. Cobb, T. Wood and E. Yackel: Discourse, Mathematical Thinking, and Classroom Practice 5: P. Griffin, A. Belyaeva and G. Soldatova: 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: C.A. Stone: What's Missing in the Metaphor of Scaffolding 7: B.E. Litowitz: Deconstruction in the Zone of Proximal Development 8: C.B. Cazden: Vygotsky, Hymes and Bakhtin: From Word to Development 9: E.A. Forman ...
