Overview

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. Three main themes are explored in detail: discourse and learning in classroom practice, interpersonal relations in formal and informal education, and the institutional context of learning. Research findings are consistently discussed in terms of their theoretical implications. The book includes three commentary chapters and an afterword that propose future directions for sociocultural research. This 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.

Full Product Details

Author:   Ellice A. Forman (Professor of Psychology, School of Education, Professor of Psychology, School of Education, University of Pittsburgh) ,  Norris Minick ,  C. Addison Stone (both Professors, Program in Learning Disabilities, both Professors, Program in Learning Disabilities, Northwestern University, USA) ,  C. Addison Stone (both Professors, Program in Learning Disabilities, Northwestern University, USA)
Publisher:   Oxford University Press Inc
Imprint:   Oxford University Press Inc
Edition:   New edition
Dimensions:   Width: 23.50cm , Height: 2.40cm , Length: 16.00cm
Weight:   0.590kg
ISBN:  

9780195109771

ISBN 10:   0195109775
Pages:   416
Publication Date:   16 January 1997
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   To order  
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Table of Contents

Contributors Norris Minick, C. Addison Stone, and Ellice A. Forman: Introduction: Integration of Individual, Social and Institutional Processes in Accounts of Children's Learning and Development 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: Literacy and the Construction of Knowledge 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 G. Hatano: Commentary: Time to Merge Vygotskian and Constructivist Conceptions of Knowledge Acquisition 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 Utterance and Voice 9: E.A. Forman and J.A. McPhail: A Vygotskian Perspective on Children's Collaborative Problem-Solving Activities 10: B. Rogoff et al.: Toddlers' Guided Participation with Their Caregivers in Cultural Activity M. Packer: Commentary: Away from Internalization PART III: The Sociocultural Institutions of Formal and Informal Education 11: R. Tharp: The Institutional and Social Context of Educational Practice and Reform 12: A. Nicolopoulou and M. Cole: The Generation and Transmission of Shared Knowledge in the Culture of Collaborative Learning: The Fifth Dimension, Its Play-World, and Its Institutional Contexts 13: R. Gallimore: Activity Settings of Early Literacy: Home and School Factors in Children's Emergent Literacy 14: J.V. Wersch, P. Tulviste and F.A. Hagstrom: A Sociocultural Approach to Agency 15: R. Serpell: Commentary: The Interface between Sociocultural and Psychological Aspects of Cognition Jacqueline J. Goodnow: Afterword: Direction of Post-Vygotskian Research Name Index Subject Index

Reviews

Has broad applicability for all involved in education, whether applied or research; it should be required reading for educational policy makers and administrators. --Readings<br>

Author Information

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.

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