Skip to main content Accesibility Help
×
×
Home
The Cambridge Companion to Vygotsky
  • Get access
    Check if you have access via personal or institutional login
  • Cited by 71
  • Cited by
    This book has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Kinder, Tony Stenvall, Jari and Memon, Ally 2019. Play at work, learning and innovation. Public Management Review, Vol. 21, Issue. 3, p. 376.

    Goulart, Daniel Magalhães and González Rey, Fernando 2019. Subjectivity within Cultural-Historical Approach. Vol. 5, Issue. , p. 259.

    Subero, David Llopart, Mariona Siqués, Carina and Esteban-Guitart, Moises 2018. The mediation of teaching and learning processes through identity artefacts. A Vygotskian perspective. Oxford Review of Education, Vol. 44, Issue. 2, p. 156.

    Nilsen, Malin Lundin, Mona Wallerstedt, Cecilia and Pramling, Niklas 2018. Evolving and re-mediated activities when preschool children play analogue and digital Memory games. Early Years, p. 1.

    Constable, Paul A Ring, Melanie Gaigg, Sebastian B and Bowler, Dermot M 2018. Problem-solving styles in autism spectrum disorder and the development of higher cognitive functions. Autism, Vol. 22, Issue. 5, p. 597.

    Hughes, Lewis 2018. ‘Hinged’ activity systems: Expanding the utility of activity theory. Nordic Journal of Vocational Education and Training, Vol. 7, Issue. 2, p. 104.

    Slette, Aslaug Louise 2018. Negotiating musical problem-solving in ensemble rehearsals. British Journal of Music Education, p. 1.

    Amory, Alan Bialobrzeska, Maryla and Welch, Tessa 2018. Learning design for multiple modes of provision: the Zambian community school teacher development programme. Distance Education, Vol. 39, Issue. 2, p. 241.

    McLain, Matt 2018. Emerging perspectives on the demonstration as a signature pedagogy in design and technology education. International Journal of Technology and Design Education, Vol. 28, Issue. 4, p. 985.

    de Guerrero, María C. M. 2018. Going covert: Inner and private speech in language learning. Language Teaching, Vol. 51, Issue. 01, p. 1.

    Englund, Claire and Price, Linda 2018. Facilitating agency: the change laboratory as an intervention for collaborative sustainable development in higher education. International Journal for Academic Development, Vol. 23, Issue. 3, p. 192.

    Andersson, Gavin Carmen, Raff Labra, Iván and Richards, Howard 2018. Organisation Workshop. Beyond the Workplace: Large Groups, Activity and the Shared Object. Mind, Culture, and Activity, Vol. 25, Issue. 1, p. 86.

    Bergman-Pyykkönen, Marina 2017. Towards interprofessionality in developing family mediation in Finland. Social Work Education, Vol. 36, Issue. 5, p. 575.

    Costa, Conceição Sousa, Carla Rogado, José and Henriques, Sara 2017. Playing Digital Security. International Journal of Game-Based Learning, Vol. 7, Issue. 3, p. 11.

    Shalin, Dmitri N. 2017. Extended Mind and Embodied Social Psychology: Contemporary Perspectives. Society, Vol. 54, Issue. 3, p. 279.

    Leonardo, Zeus and Manning, Logan 2017. White historical activity theory: toward a critical understanding of white zones of proximal development. Race Ethnicity and Education, Vol. 20, Issue. 1, p. 15.

    Fragkiadaki, Glykeria Fleer, Marilyn and Ravanis, Konstantinos 2017. A Cultural-Historical Study of the Development of Children’s Scientific Thinking about Clouds in Everyday Life. Research in Science Education,

    Wise, Donald and Cavazos, Blanca 2017. Leadership coaching for principals: a national study. Mentoring & Tutoring: Partnership in Learning, Vol. 25, Issue. 2, p. 223.

    Eun, Barohny 2017. The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky’s theories. Educational Philosophy and Theory, p. 1.

    van Compernolle, Rémi A. and Smotrova, Tetyana 2017. Gesture, meaning, and thinking-for-teaching in unplanned vocabulary explanations. Classroom Discourse, Vol. 8, Issue. 3, p. 194.

    ×

Book description

L. S. Vygotsky was an early-twentieth-century Russian social theorist whose writing exerts a significant influence on the development of social theory in the early-twenty-first century. His non-deterministic, non-reductionist account of the formation of mind provides current theoretical developments with a broadly drawn yet very powerful sketch of the ways in which humans shape and are shaped by social, cultural, and historical conditions. This dialectical conception of development insists on the importance of genetic or developmental analysis at several levels. The Cambridge Companion to Vygotsky is a comprehensive text that provides students, academics, and practitioners with a critical perspective on Vygotsky and his work.

Reviews

Refine List
Actions for selected content:
Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Send to Kindle
  • Send to Dropbox
  • Send to Google Drive
  • Send content to

    To send content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about sending content to .

    To send content items to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about sending to your Kindle.

    Note you can select to send to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

    Find out more about the Kindle Personal Document Service.

    Please be advised that item(s) you selected are not available.
    You are about to send
    ×

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
×

Metrics

Altmetric attention score

Full text views

Total number of HTML views: 0
Total number of PDF views: 0 *
Loading metrics...

Book summary page views

Total views: 0 *
Loading metrics...

* Views captured on Cambridge Core between #date#. This data will be updated every 24 hours.

Usage data cannot currently be displayed