Tools of the mind
Subtitle: the Vygotskian approach to early childhood education
By: Elena Bodrova, Deborah J. Leong.
Contributors: Leong, Deborah.
Edition: 2nd ed.
Publisher: Pearson/Merrill Prentice Hall
Published: 2007
Place of publication: Upper Saddle River, N.J
Language: eng
Number of pages: 235
ISBN-13: 9780130278043
Subjects: Vygotskiĭ, L. S. -- 1896-1934.; Early childhood education -- Philosophy.; Child development.; Constructivism (Education); Learning, Psychology of.; Play.; Early childhood education -- Activity programs.
Notes: Includes bibliographical references (p. 213-223) and indexes.
Table of contents: title: section I. The Vygotskian framework : the cultural-historical theory of development; title: 1. Introduction to the Vygotskian approach; title: Tools of the mind; title: Why mental tools are important; title: History of the Vygotskian approach; title: The Vygotskian framework : principles of psychology and education; title: 2. Acquiring mental tools and higher mental functions; title: The purpose of tools; title: Language : the universal tool; title: The concept of higher mental functions; title: The development of higher mental functions; title: Individual differences in the development of mental functions; title: Compensating for the deficits in the development of higher and lower mental functions : Vygotskian approach to special education; title: 3. The Vygotskian framework and other theories of development and learning; title: Piaget's constructivist approach; title: Behaviorist theories; title: Information processing theory; title: Critique of the Vygotskian approach; title: section II. Strategies for development and learning; title: 4. The zone of proximal development; title: Defining the zone of proximal development; title: Independent performance and assisted performance; title: Using the ZPD to study development; title: Implications for learning/teaching; title: Using the ZPD to teach; title: 5. Tactics : using mediators; title: Mediator as mental tools; title: The function of mediators; title: Developmental path of mediators; title: Mediation of social and emotional behaviors; title: External mediation of cognition; title: Using mediators in the classroom; title: 6. Tactics : using language; title: Language as a cultural tool; title: The functions of speech; title: Developmental path of speech; title: The development of meaning; title: The development of written speech; title: Using language in the classroom; title: 7. Tactics : using shared activities; title: Interaction during shared activity; title: How shared activity promotes learning; title: Shared activity, other-regulation, and self-regulation; title: The role of the teacher in shared activity; title: The role of peers in shared activity; title: section III. Applying the Vygotskian approach to development and learning in early childhood; title: 8. Developmental accomplishments and leading activity : infants and toddlers; title: The concept of developmental accomplishment; title: The concept of leading activity; title: Developmental accomplishments of infancy; title: Leading activity of infants : emotional interactions with caregivers; title: Developmental accomplishments of toddlers; title: Leading activity of toddlers : object-oriented activity; title: 9. Supporting the developmental accomplishments of infants and toddlers; title: Supporting infants from birth to 6 months; title: Supporting infants from 6 to 12 months old; title: Supporting toddlers from 12 to 24 months old; title: Supporting toddlers from 24 to 36 months old : transition from toddlerhood to preschool; title: 10. Developmental accomplishments and leading activity : preschool and kindergarten; title: Developmental accomplishments; title: Make-believe play : the leading activity; title: How play influences development; title: The developmental path of play; title: Nonplay activities in preschool/kindergarten; title: 11. Supporting the developmental accomplishments in preschool and kindergarten; title: Scaffolding make-believe play as a leading activity; title: Levels of play found in the preschool/kindergarten classroom; title: Scaffolding other activities in the preschool/kindergarten classroom; title: 12. Developmental accomplishments and leading activity : primary grades; title: Formal schooling and development in the primary grades; title: The developmental accomplishments of the elementary school child; title: Leading activity : learning activity; title: 13. Supporting the developmental accomplishments in the primary grades; title: Supporting the critical elements of learning activity; title: Step-by-step formation as a way to support the development of learning actions; title: Scaffolded writing, the application of step-by-step formation to writing; title: Supporting primary-grade children who are missing the developmental accomplishments of preschool and kindergarten years; title: 14. Dynamic assessment : application of the zone of proximal development; title: Traditional vs. dynamic assessment; title: What is dynamic assessment?; title: Epilogue; title: Glossary.