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Tag Archives: vygotsky
Radical-Local Teaching and Learning: A Cultural-Historical Approach
The cultural-historical approach started in the 1930s by Lev Vygotsky, who held that learning and instruction are the means to development, is the foundation for the Radical-Local Theory of Teaching and Learning formulated by Mariane Hedegaard and Seth Chaiklin in … Continue reading
Posted in Cultural historical, Schools, Vygotsky
Tagged cultural historical, schools, vygotsky
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Getting Vygotskian about Theory of Mind: Mediation, Dialogue and Social Understanding
The ideas of Vygotsky have been increasingly influential in accounting for social–environmental influences on the development of social understanding (SU). In the first part of this article, I examine how Vygotskian ideas have to date been recruited to explanations of … Continue reading
Posted in Semiotic, Social understanding, Theory of mind, Vygotsky
Tagged semiotic, Social understanding, theory of mind, vygotsky
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Institutional Culture, Social Interaction and Learning
This paper is concerned with the development of a theoretical and methodological approach to the study of the cultures of institutions and the patterns of social interaction within them as they exert a formative effect on the ‘what’ and ‘how’ … Continue reading
Posted in Culture, Institutional culture, Institutions, Learning, Social interaction, Vygotsky
Tagged culture, iearning, Institutional culture, institutions, social interaction, vygotsky
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Both Dialogic and Dialectic
Wertsch’s sociocultural anthropology, grounded in a theory of mind which owes much to the ideas of Vygotsky and Bakhtin, has enabled a rich understanding of classroom learning in terms of ‘growing semiotic control’ and ‘mastery of the mediational means’. This … Continue reading
Vygotsky’s phases of Everyday Concept Development and Children’s “working theories”
The impact of Vygotsky’s theorising about culture, development, learning and education continues into the 21st century. This paper focuses on teachers’ understandings of elements of young children’s thinking. Young children have been described as “life theorizers”, keenly motivated to make … Continue reading
The development of Social and Practical concepts in Learning to Teach: Vygotsky’s conception
This conceptual paper interrogates, considers, and expands on Vygotsky’s notion of concept development. I first review Vygotsky’s account of concept development, including his distinction between scientific and spontaneous concepts. I next summarize his pattern of concept development from complexes to … Continue reading
Implications of Vygotsky’s Zone of Proximal Development in Teacher Education
One of the major themes in Vygotsky’s sociocultural theory is the zone of proximal development (ZPD). Vygotsky’s zone of proximal development was created with child development in mind. Unfortunately, Vygotsky lived a short life and never proposed any specific methodology … Continue reading
Piaget, Vigotski y Maturana, constructivismo a tres voces
El objetivo del presente texto es presentar una síntesis de tres discursos constructivistas que están presentes y son influyentes en el ámbito de la educación, y que a nuestro entender difi~ren en algunos aspectos esenciales respecto de su concepción o … Continue reading
Posted in Constructivism, Educación, Education, Maturana, Piaget, Vygotsky
Tagged constructivism, educación, education, maturana, piaget, vygotsky
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Piaget and Vygotsky: Many resemblances, and a crucial difference
Piaget and Vygotsky are two influential developmental psychologists. One can even say that their contributions to developmental psychology, albeit different, are similarly remarkable and unique. This article is in four parts. In the first part, I refer briefly to a … Continue reading
Posted in Autonomy, Development, Developmental psychology, Heteronomy, Learning, Piaget, Vygotsky
Tagged autonomy, development, Developmental psychology, Heteronomy, Learning, piaget, vygotsky
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Vygotsky’s Sociocultural Theory
Lev Vygotsky created a theory of psychological development that has become increasingly influential in recent decades. The theory is viewed by some psychologists and pedagogues as alternative way to understand the development of children and adults in a way that … Continue reading
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