9781593854911

Most educators are familiar with Lev Vygotsky's concept of the "zone of proximal development," yet the bulk of Vygotsky's pioneering theory of cognitive development largely remains unknown. This unique volume provides a systematic, authoritative overview of Vygotsky's work and its implications for educational research and practice. Major topics include how children develop higher-order thinking; the influences on cognitive development of teacher - student interactions, the family, and culture; and critical and stable periods in development from infancy through adolescence. Key concepts and research methods are explained in detail, and classroom examples and instructional suggestions are provided.

Margaret E. Gredler, PhD, is Professor of Educational Psychology and Research at the University of South Carolina. Dr. Gredler’s articles and presented papers address applications of learning theory and self-directed learning. Learning and Instruction: Theory into Practice, her book on learning theories and related instructional strategies, is in its fifth edition.

Carolyn Claytor Shields, PhD, is Associate Professor in the Richard W. Riley College of Education at Winthrop University in Rock Hill, South Carolina. Dr. Shields teaches courses at the undergraduate and graduate levels in educational psychology, human growth and development, and research. Her research interests include learning theories and their educational applications and methods for developing conceptual thinking.

Introduction	p. 1
The Sociohistorical Context	p. 1
Vygotsky's Perspective	p. 10
Organization of the Text	p. 16
General Principles
Research Methods	p. 23
A Framework for Research	p. 24
The Experimental-Genetic Method	p. 29
Implications for Educational and Psychological Research	p. 39
Cultural Signs and Symbols	p. 49
The Role of Signs	p. 49
Developmental Analysis of Sign Operations	p. 57
Implications for Education	p. 67
Development of the Higher Psychological Functions	p. 74
Principles of Development	p. 74
The General Role of Education	p. 82
Major Cultural Signs
Speech and Cognitive Development	p. 99
The Stages of Speech Development	p. 99
Speech and Verbal Thinking	p. 104
Educational Implications	p. 115
Development of Thinking in Concepts	p. 126
Phases in Concept Development	p. 127
Everyday and Academic (Scientific) Concepts	p. 135
Educational Implications	p. 141
The Cycle of Development
Structure and Dynamics of Age-Related Development	p. 153
The Child-Environment Relationship	p. 154
Framework for Age-Related Developmental Periods	p. 160
Educational Implications	p. 169
Development of World View and Personality	p. 175
The Development of Consciousness: Birth through Preschool	p. 176
Maturation of World View and Personality	p. 185
Educational Implications	p. 193
Some Implications of Vygotsky's Theory
A New Way of Thinking	p. 201
Issues in Vygotsky's Thinking	p. 202
Suggestions for Psychology and Educational Psychology	p. 209
Some Implications for Society	p. 214
Glossary	p. 221
The Cross-Cultural Study	p. 227
Shif's Research	p. 233
Index	p. 237
Table of Contents provided by Ingram. All Rights Reserved.

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Vygotsky's Legacy A Foundation for Research and Practice

Vygotsky's Legacy A Foundation for Research and Practice

1593854919

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Table of Contents

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