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Vygotsky's Theory in Early Childhood Education and Research : Russian and Western Values

Author: Nikolay Veraksa; Sonja Sheridan
Publisher: London : Taylor and Francis, 2018.
Edition/Format:   eBook : Document : English : First editionView all editions and formats
Summary:
"Drawing upon in-depth analyses of Lev Vygotsky's theories of early childhood and investigating the ways in which his ideas are reflected in contemporary educational settings, this book brings into sharp relief the numerous opportunities for preschool learning and development afforded by Vygotskian approaches. Discussion of recent developments in the understanding and implementation of Vygotsky's ideas in Western  Read more...
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Genre/Form: Electronic books
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Nikolay Veraksa; Sonja Sheridan
ISBN: 9781315098203 1315098202
OCLC Number: 1023831185
Description: 1 online resource : text file, PDF
Contents: Cover; Title Page; Copyright Page; Contents; List of Contributors; Foreword by Tony Bertram and Chris Pascal; Part I: An introduction to Vygotskyâ#x80;#x99; slegacy; Chapter 1: Overview of the book and astatement of its aims and objectives; References; Chapter 2: Vygotsky in two perspectives: Russian and Western understandings; Introduction; The dialectical method of Vygotsky; Some main concepts of the cultural-historical approach of Vygotsky; Dialogue between the Vygotskian perspective and Western scholars; References; Part II: Childrenâ#x80;#x99;s cognitive learning and development. Chapter 3: Dialectical thinking research in early yearsIntroduction; Historical overview of research on dialectical thinking; The study of dialectical thinking in preschool-age children; Dialectical thinking in preschoolers; Dialectical thinking in preschoolersâ#x80;#x99; art; Conclusion; References; Chapter 4: Narratives as tools for expressing structure and creativity with preschool children in two cultures; Introduction; The Swedish context; The Russian context; A literate preschool framework for childrenâ#x80;#x99;s development; The empirical study. Traditional criteria for analyzing the structure of narrativeDialectic actions as parameters for analyzing narrative structure; A visual model as a cultural tool for storytelling; Sample description; Research design; Results: processing childrenâ#x80;#x99;s stories; Forward stories; Relation between forward verbal stories and forward drawings; Reverse stories; Discussion and conclusions; References; Chapter 5: Executive functions development in early years; Introduction; The notion of self-regulation; Development of self-regulationin the context of education. Standard program of preschool education in the USSRâ#x80;#x9C;Developmentâ#x80;#x9D;; â#x80;#x9C;Tools of the Mindâ#x80;#x9D;; Conclusion; Acknowledgment; References; Chapter 6: Theory of other minds, childrenâ#x80;#x99;s dialectical thinking and abilities to reflect and communicate on new opportunities; Dialectical thinking as a mechanism of construction of anticipation and opportunities for senior preschool children; Method; Dialectical thinking and anticipation; Dialectical thinking and cyclic representations; How a child anticipates the future: parameters of the space of opportunities; â#x80;#x9C;Childrenâ#x80;#x99;s theories of other mindsâ#x80;#x9D. ConclusionReferences; Chapter 7: Vygotsky in harlem: Amplification of preschoolersâ#x80;#x99; development in the Vygotskian Early Childhood Education Program (VECEP); Introduction; The scientific and pragmatic foundation of the Harlem project: from Vygotsky to Zaporozhets; Vengerâ#x80;#x99;s conception: graphic spatial modeling and education programs; Application of Zaporozhetsâ#x80;#x99; idea of â#x80;#x9C;amplificationâ#x80;#x9D; of preschoolersâ#x80;#x99; development to Vengerâ#x80;#x99;s programs for kindergartens and preschool; Theoretical framework; Objective; Methods and data sources; The VECEP; Socio-dramaticplay.
Responsibility: editors, Sheridan, Sonja.

Abstract:

"Drawing upon in-depth analyses of Lev Vygotsky's theories of early childhood and investigating the ways in which his ideas are reflected in contemporary educational settings, this book brings into sharp relief the numerous opportunities for preschool learning and development afforded by Vygotskian approaches. Discussion of recent developments in the understanding and implementation of Vygotsky's ideas in Western and Russian contexts facilitates comparison, and provides readers with fresh impetus to integrate elements into their own practice. Chapters are clearly structured and address the multitude of aspects touched upon by Vygotsky, including cognitive development, communication and interaction, play, literacy and the quality of preschool settings. Providing a comprehensive exploration of current stances on Vygotsky's ideas in diverse cultural-historical contexts, Vygotsky's Theory in Early Childhood Education and Research will be of interest to researchers, practitioners, educators and politicians involved in early years education."--Provided by publisher.

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