Vygotsky’s Theory in Early Childhood Education and Research

Russian and Western Values

Häftad, Engelska, 2018

Av Nikolay Veraksa, Sonja Sheridan, Sonja (University of Gothenburg) Sheridan

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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.

Produktinformation

Utgivningsdatum2018-02-28
Mått156 x 234 x 13 mm
Vikt360 g
FormatHäftad
SpråkEngelska
SerieEECERA Collection of Research in Early Childhood Education
Antal sidor220
FörlagTaylor & Francis Ltd
ISBN9781138299054

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Foreword Part I: An introduction to Vygotsky's legacy Chapter 1: Overview of the book and a statement of its aims and objectives Chapter 2: Vygotsky in two perspectives: Russian and Western understandings Part II: Children’s cognitive learning and development Chapter 3: Dialectical thinking research in early years Chapter 4: Narratives as tools for expressing structure and creativity with preschool children in two cultures Chapter 5: Executive functions development in early years Chapter 6: Theory of other’s minds, children’s dialectical thinking and abilities to reflect and communicate on new opportunities Chapter 7: Vygotsky in Harlem: Amplification of preschoolers’ development in Vygotskian Early Childhood Education Program (VECEP) Chapter 8: Vygotsky’s conception of preschool development: play with orientation and narration Part III: Interaction and communication Chapter 9: The interaction between parents with their preschool children during leisure time: key features Chapter 10: Preschool children's collaboration and learning together Chapter 11: Early literacy in preschool Part IV: Play and physical activities Chapter 12: Technological modern toys in the early child development Chapter 13: Learning through digital play in the Australian context of early childhood education and care Chapter 14: The Vygotskian approach in physical education for early years Part V: An environment for learning and development Chapter 15: Preschool quality and conditions for children’s learning in preschool in Russia and Sweden Conclusion