Vygotsky for Educators

Yuriy V. Karpov

doi:10.1017/CBO9781107588318

Lev Vygotsky's approach to children's learning and development centers on adult mediation: adults engage children in age-appropriate activities and promote in this context the development of new motives and tools for thinking, problem solving, and self-regulation. Although this approach has earned widespread recognition in the global scientific community, English-speaking educators remain relatively unfamiliar with its contemporary elaborations for practical application. Yuriy V. Karpov offers the first comprehensive English introduction to contemporary elaborations of Vygotsky's ideas and their practical applications from birth through adolescence. He demonstrates the advantages of the Vygotskian approach over both traditional and constructivist education. This volume will prove an invaluable resource for educators and students in teacher education programs, as well as for everyone interested in educational and developmental psychology.

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Contents

Frontmatter
pp i-iv
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Dedication
pp v-vi
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Contents
pp vii-viii
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List of Figures
pp ix-x
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Acknowledgments
pp xi-xii
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Introduction
pp 1-12
“There Is Nothing More Practical Than a Good Theory”
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Part I - Mediation from Birth through Adolescence
pp 13-14
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1 - The Vygotskian Notion of Mediation as the Major Determinant of Children’s Learning and Development
pp 15-29
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2 - First Year of Life
pp 30-43
Infant-Caregiver Attachment as the Foundation of Further Development
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3 - Second and Third Years
pp 44-58
From Object-Centered Explorations to Exploration of the World of Social Roles and Relationships
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4 - Three- to Six-Year-Olds
pp 59-74
Why Sociodramatic Play Is Important and How to Promote It
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5 - Mediation of Preschoolers’ Activities to Promote School Readiness
pp 75-93
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6 - Learning at School: Children Not Only Learn; They Develop As Well
pp 94-108
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7 - Understand Adolescents and Make a Difference!
pp 109-126
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Part II - School: What to Teach and How to Teach
pp 127-128
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8 - American Cognitive Psychologists and Russian Vygotskians talk about the Content and Process of Learning at School
pp 129-149
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9 - What Do Students Learn in “Traditional” Schools?
pp 150-167
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10 - Does Constructivist Instruction Present a Good Alternative to “Traditional” Teaching?
pp 168-184
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11 - The Vygotskian Theoretical Learning Approach as an Alternative to “Traditional” Explicit Instruction and to Constructivist Instruction
pp 185-203
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Conclusion
pp 204-214
Don’t Blame It on Genes!
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Notes
pp 215-242
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Index
pp 243-247
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Vygotsky for Educators

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Contents

Frontmatter
pp i-iv

Dedication
pp v-vi

Contents
pp vii-viii

List of Figures
pp ix-x

Acknowledgments
pp xi-xii

Introduction
pp 1-12

Part I - Mediation from Birth through Adolescence
pp 13-14

1 - The Vygotskian Notion of Mediation as the Major Determinant of Children’s Learning and Development
pp 15-29

2 - First Year of Life
pp 30-43

3 - Second and Third Years
pp 44-58

4 - Three- to Six-Year-Olds
pp 59-74

5 - Mediation of Preschoolers’ Activities to Promote School Readiness
pp 75-93

6 - Learning at School: Children Not Only Learn; They Develop As Well
pp 94-108

7 - Understand Adolescents and Make a Difference!
pp 109-126

Part II - School: What to Teach and How to Teach
pp 127-128

8 - American Cognitive Psychologists and Russian Vygotskians talk about the Content and Process of Learning at School
pp 129-149

9 - What Do Students Learn in “Traditional” Schools?
pp 150-167

10 - Does Constructivist Instruction Present a Good Alternative to “Traditional” Teaching?
pp 168-184

11 - The Vygotskian Theoretical Learning Approach as an Alternative to “Traditional” Explicit Instruction and to Constructivist Instruction
pp 185-203

Conclusion
pp 204-214

Notes
pp 215-242

Index
pp 243-247

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Vygotsky for Educators

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