Alex Kozulin

Vygotsky's educational theory in cultural context

List of contributors Series Foreword Introduction: sociocultural theory and education: students, teachers and knowledge Alex Kozulin, Boris Gindis, Vladimir S. Ageyev, and Suzanne M. Miller Part I. Concepts and Paradigms: 1. Psychological tools and mediated learning Alex Kozulin 2. The zone of proximal development in Vygotskys analysis of learning and instruction Seth Chaiklin 3. Vygotskys doctrine of scientific concepts: its role for contemporary education Yuriy V. Karpov 4. Some cognitive tools of literacy Kieran Egan and Natalia Gajdamaschko 5. Dynamic assessment of the evolving cognitive functions in children Carol S. Lidz and Boris Gindis Part II. Development and Learning: 6. Periods in child development: Vygotskys perspective Holbrook Mahn 7. Development through the lifespan: a neo-Vygotskian approach Yuriy V. Karpov 8. Learning and development of preschool children from the Vygotskian perspective Elena Bodrova and Deborah J. Leong 9. The learning activity in the first years of schooling: the developmental path towards reflection Galina Zuckerman 10. Remediation though education: socio/cultural theory and children with special needs Boris Gindis Part III. Sociocultural Theory Application in the Classroom: 11. Cultural-historical theory and mathematics education Jean Schmittau 12. Socio/cultural theory and the practice of teaching historical concepts Jacques Haenen, Hubert Schrijuemakers, and Job Stufkens 13. Formation of learning activity and theoretical thinking in science teaching Hartmut Giest and Joaclum Lompscher 14. How literature discussion shapes thinking: ZPDs for teaching/learning habits of the heart and mind Suzanne M. Miller 15. Beyond cognition: a Vygotskian perspective on emotionality and teachers professional lives Anne DiPardo and Christine Potter Part IV. Diverse Learners and Contexts of Education: 16. Interpersonal communication and internalization in the second language classroom James P. Lantolf 17. Mediation in cognitive socialization: the influence of socioeconomic status Pedro R. Portes and Jennifer A. Vadeboncoeur 18. Cultural modeling: CHAT as a lens for understanding instructional discourse based on African-American English discourse patterns Carol D. Lee 19. The relations of learning and student social class: toward re-socializing sociocultural learning theory Carolyn P. Panofsky 20. Vygotsky in the mirror of cultural interpretations Vladimir S. Agayev Indexes.

Sociocultural Theory and Education of Children with Special Needs: From Defectology to Remedial Pedagogy

Was the issue of the development and education of children with special needs chosen by Vygotsky, or was it a chance encounter forced by circumstances? We may never be able to find a definitive answer to this question. Vygotsky left no diary, and the testimony of his colleagues does not shed much light on this issue. What is known with certainty is that young Vygotskys original interests lay in the field of literature and humanities and apparently remained so following his graduation from Moscow University in 1917. The unmerciful reality of everyday life in his hometown of Gomel during the civil war (1918-1922), however, forced everyone - including Vygotsky - to seek any occupation that would make mere survival possible. For Vygotsky, a teachers job, first at school and then at the Teacher Training College, was such an opportunity. It is apparently under these rather extreme circumstances that Vygotsky encountered the problem of children with special needs for the first time. As the head of the psychological laboratory at the Gomel Teacher Training College, Vygotsky was responsible both for teaching students the techniques of psychological evaluation and actually supervising these evaluations in schools (Van der Veer & Valsiner, 1991; Vygodskaya & Lifanova, 1996, 1999). This link to the issue of special needs was further strengthened after Vygotskys move to Moscow in 1924. As with his previous experiences in Gomel, we cannot be sure whether it was Vygotskys growing interest in special-needs children or the social circumstances that led to his affiliation with the Section of Abnormal Children in the Peoples Education Commissariat of Education.

Vygotsky's Educational Theory in Cultural Context: Introduction: Sociocultural Theory and Education: Students, Teachers, and Knowledge

What are the differences among American, German, and Japanese classrooms? If we take as a cue the anecdote told by Stiegler and Hiebert (1999) in their book The Teaching Gap , in a Japanese classroom there are students and there is knowledge and the teacher serves as a mediator between them. In a German classroom there are also knowledge and students, but teachers perceive this knowledge as their property and dispense it to students as they think best. In the American classroom there are teachers and there are students, but the status of knowledge is uncertain. In this book we are offering a perspective that is different from those mentioned, yet poses the same fundamental question of the relationships among students, teachers, and knowledge. Our perspective is grounded in the theory of Lev Vygotsky (1896–1934), whose ideas turned out to be instrumental in shaping the learning processes in a growing number of classrooms in Russia, Europe, and the United States. At the heart of Vygotskys theory lies the understanding of human cognition and learning as social and cultural rather than individual phenomena. During his tragically short lifetime Vygotsky developed this central thesis in a variety of areas including the theory of child development and educational psychology. He explored relationships between language and thought, instruction and development, everyday and academic concept formation, and a host of others. For a number of decades his theory inspired only a relatively small group of followers in Russia and Eastern Europe.

Mediation in Cognitive Socialization

Social activities and adult–child interactions form the basis for cognitive socialization. The extent to which everyday activities differ by socioeconomic status (SES), and the extent to which they are employed differently, becomes a contentious topic when different outcomes in social and academic competence are linked. Socialization results in attitudes, values, and cognitive and linguistic skills that children use as they grow and ultimately become means or tools for development. Children develop competencies through various patterns of adult–child and other social interactions. Often what is seen as important and valuable for socialization varies across communities. Only some of the literature on adult–child interaction addresses elements of SES differentiated activity settings – for example, family structures, scripts, values, and task demands – that are historically embedded. This chapter focuses on a cultural–historical analysis of research linking SES to variations in adult–child interaction.Although the scope of the chapter limits the extent to which these topics may be explored, a sample of research is examined and framed within the structure provided by Cultural–Historical Activity Theory (CHAT), along with examples of adult–child interaction research approached from a CHAT perspective. CHAT is characterized by a developmental and social analysis of human action that is mediated generally by different cultural tools. To understand differences in individual development, variations in the latter must be considered across activity settings, as well as the way a person responds in terms of shared values, expectations, and practices.

Vygotsky's Educational Theory in Cultural Context: List of Contributors

List of contributors Series Foreword Introduction: sociocultural theory and education: students, teachers and knowledge Alex Kozulin, Boris Gindis, Vladimir S. Ageyev, and Suzanne M. Miller Part I. Concepts and Paradigms: 1. Psychological tools and mediated learning Alex Kozulin 2. The zone of proximal development in Vygotskys analysis of learning and instruction Seth Chaiklin 3. Vygotskys doctrine of scientific concepts: its role for contemporary education Yuriy V. Karpov 4. Some cognitive tools of literacy Kieran Egan and Natalia Gajdamaschko 5. Dynamic assessment of the evolving cognitive functions in children Carol S. Lidz and Boris Gindis Part II. Development and Learning: 6. Periods in child development: Vygotskys perspective Holbrook Mahn 7. Development through the lifespan: a neo-Vygotskian approach Yuriy V. Karpov 8. Learning and development of preschool children from the Vygotskian perspective Elena Bodrova and Deborah J. Leong 9. The learning activity in the first years of schooling: the developmental path towards reflection Galina Zuckerman 10. Remediation though education: socio/cultural theory and children with special needs Boris Gindis Part III. Sociocultural Theory Application in the Classroom: 11. Cultural-historical theory and mathematics education Jean Schmittau 12. Socio/cultural theory and the practice of teaching historical concepts Jacques Haenen, Hubert Schrijuemakers, and Job Stufkens 13. Formation of learning activity and theoretical thinking in science teaching Hartmut Giest and Joaclum Lompscher 14. How literature discussion shapes thinking: ZPDs for teaching/learning habits of the heart and mind Suzanne M. Miller 15. Beyond cognition: a Vygotskian perspective on emotionality and teachers professional lives Anne DiPardo and Christine Potter Part IV. Diverse Learners and Contexts of Education: 16. Interpersonal communication and internalization in the second language classroom James P. Lantolf 17. Mediation in cognitive socialization: the influence of socioeconomic status Pedro R. Portes and Jennifer A. Vadeboncoeur 18. Cultural modeling: CHAT as a lens for understanding instructional discourse based on African-American English discourse patterns Carol D. Lee 19. The relations of learning and student social class: toward re-socializing sociocultural learning theory Carolyn P. Panofsky 20. Vygotsky in the mirror of cultural interpretations Vladimir S. Agayev Indexes.

Vygotsky's Educational Theory in Cultural Context: CONCEPTS AND PARADIGMS

List of contributors Series Foreword Introduction: sociocultural theory and education: students, teachers and knowledge Alex Kozulin, Boris Gindis, Vladimir S. Ageyev, and Suzanne M. Miller Part I. Concepts and Paradigms: 1. Psychological tools and mediated learning Alex Kozulin 2. The zone of proximal development in Vygotskys analysis of learning and instruction Seth Chaiklin 3. Vygotskys doctrine of scientific concepts: its role for contemporary education Yuriy V. Karpov 4. Some cognitive tools of literacy Kieran Egan and Natalia Gajdamaschko 5. Dynamic assessment of the evolving cognitive functions in children Carol S. Lidz and Boris Gindis Part II. Development and Learning: 6. Periods in child development: Vygotskys perspective Holbrook Mahn 7. Development through the lifespan: a neo-Vygotskian approach Yuriy V. Karpov 8. Learning and development of preschool children from the Vygotskian perspective Elena Bodrova and Deborah J. Leong 9. The learning activity in the first years of schooling: the developmental path towards reflection Galina Zuckerman 10. Remediation though education: socio/cultural theory and children with special needs Boris Gindis Part III. Sociocultural Theory Application in the Classroom: 11. Cultural-historical theory and mathematics education Jean Schmittau 12. Socio/cultural theory and the practice of teaching historical concepts Jacques Haenen, Hubert Schrijuemakers, and Job Stufkens 13. Formation of learning activity and theoretical thinking in science teaching Hartmut Giest and Joaclum Lompscher 14. How literature discussion shapes thinking: ZPDs for teaching/learning habits of the heart and mind Suzanne M. Miller 15. Beyond cognition: a Vygotskian perspective on emotionality and teachers professional lives Anne DiPardo and Christine Potter Part IV. Diverse Learners and Contexts of Education: 16. Interpersonal communication and internalization in the second language classroom James P. Lantolf 17. Mediation in cognitive socialization: the influence of socioeconomic status Pedro R. Portes and Jennifer A. Vadeboncoeur 18. Cultural modeling: CHAT as a lens for understanding instructional discourse based on African-American English discourse patterns Carol D. Lee 19. The relations of learning and student social class: toward re-socializing sociocultural learning theory Carolyn P. Panofsky 20. Vygotsky in the mirror of cultural interpretations Vladimir S. Agayev Indexes.

Vygotsky's Educational Theory in Cultural Context: SOCIOCULTURAL THEORY APPLICATION IN THE CLASSROOM

List of contributors Series Foreword Introduction: sociocultural theory and education: students, teachers and knowledge Alex Kozulin, Boris Gindis, Vladimir S. Ageyev, and Suzanne M. Miller Part I. Concepts and Paradigms: 1. Psychological tools and mediated learning Alex Kozulin 2. The zone of proximal development in Vygotskys analysis of learning and instruction Seth Chaiklin 3. Vygotskys doctrine of scientific concepts: its role for contemporary education Yuriy V. Karpov 4. Some cognitive tools of literacy Kieran Egan and Natalia Gajdamaschko 5. Dynamic assessment of the evolving cognitive functions in children Carol S. Lidz and Boris Gindis Part II. Development and Learning: 6. Periods in child development: Vygotskys perspective Holbrook Mahn 7. Development through the lifespan: a neo-Vygotskian approach Yuriy V. Karpov 8. Learning and development of preschool children from the Vygotskian perspective Elena Bodrova and Deborah J. Leong 9. The learning activity in the first years of schooling: the developmental path towards reflection Galina Zuckerman 10. Remediation though education: socio/cultural theory and children with special needs Boris Gindis Part III. Sociocultural Theory Application in the Classroom: 11. Cultural-historical theory and mathematics education Jean Schmittau 12. Socio/cultural theory and the practice of teaching historical concepts Jacques Haenen, Hubert Schrijuemakers, and Job Stufkens 13. Formation of learning activity and theoretical thinking in science teaching Hartmut Giest and Joaclum Lompscher 14. How literature discussion shapes thinking: ZPDs for teaching/learning habits of the heart and mind Suzanne M. Miller 15. Beyond cognition: a Vygotskian perspective on emotionality and teachers professional lives Anne DiPardo and Christine Potter Part IV. Diverse Learners and Contexts of Education: 16. Interpersonal communication and internalization in the second language classroom James P. Lantolf 17. Mediation in cognitive socialization: the influence of socioeconomic status Pedro R. Portes and Jennifer A. Vadeboncoeur 18. Cultural modeling: CHAT as a lens for understanding instructional discourse based on African-American English discourse patterns Carol D. Lee 19. The relations of learning and student social class: toward re-socializing sociocultural learning theory Carolyn P. Panofsky 20. Vygotsky in the mirror of cultural interpretations Vladimir S. Agayev Indexes.

Vygotsky's Educational Theory in Cultural Context: Subject Index

List of contributors Series Foreword Introduction: sociocultural theory and education: students, teachers and knowledge Alex Kozulin, Boris Gindis, Vladimir S. Ageyev, and Suzanne M. Miller Part I. Concepts and Paradigms: 1. Psychological tools and mediated learning Alex Kozulin 2. The zone of proximal development in Vygotskys analysis of learning and instruction Seth Chaiklin 3. Vygotskys doctrine of scientific concepts: its role for contemporary education Yuriy V. Karpov 4. Some cognitive tools of literacy Kieran Egan and Natalia Gajdamaschko 5. Dynamic assessment of the evolving cognitive functions in children Carol S. Lidz and Boris Gindis Part II. Development and Learning: 6. Periods in child development: Vygotskys perspective Holbrook Mahn 7. Development through the lifespan: a neo-Vygotskian approach Yuriy V. Karpov 8. Learning and development of preschool children from the Vygotskian perspective Elena Bodrova and Deborah J. Leong 9. The learning activity in the first years of schooling: the developmental path towards reflection Galina Zuckerman 10. Remediation though education: socio/cultural theory and children with special needs Boris Gindis Part III. Sociocultural Theory Application in the Classroom: 11. Cultural-historical theory and mathematics education Jean Schmittau 12. Socio/cultural theory and the practice of teaching historical concepts Jacques Haenen, Hubert Schrijuemakers, and Job Stufkens 13. Formation of learning activity and theoretical thinking in science teaching Hartmut Giest and Joaclum Lompscher 14. How literature discussion shapes thinking: ZPDs for teaching/learning habits of the heart and mind Suzanne M. Miller 15. Beyond cognition: a Vygotskian perspective on emotionality and teachers professional lives Anne DiPardo and Christine Potter Part IV. Diverse Learners and Contexts of Education: 16. Interpersonal communication and internalization in the second language classroom James P. Lantolf 17. Mediation in cognitive socialization: the influence of socioeconomic status Pedro R. Portes and Jennifer A. Vadeboncoeur 18. Cultural modeling: CHAT as a lens for understanding instructional discourse based on African-American English discourse patterns Carol D. Lee 19. The relations of learning and student social class: toward re-socializing sociocultural learning theory Carolyn P. Panofsky 20. Vygotsky in the mirror of cultural interpretations Vladimir S. Agayev Indexes.

Vygotsky's Educational Theory in Cultural Context: DIVERSE LEARNERS AND CONTEXTS OF EDUCATION

List of contributors Series Foreword Introduction: sociocultural theory and education: students, teachers and knowledge Alex Kozulin, Boris Gindis, Vladimir S. Ageyev, and Suzanne M. Miller Part I. Concepts and Paradigms: 1. Psychological tools and mediated learning Alex Kozulin 2. The zone of proximal development in Vygotskys analysis of learning and instruction Seth Chaiklin 3. Vygotskys doctrine of scientific concepts: its role for contemporary education Yuriy V. Karpov 4. Some cognitive tools of literacy Kieran Egan and Natalia Gajdamaschko 5. Dynamic assessment of the evolving cognitive functions in children Carol S. Lidz and Boris Gindis Part II. Development and Learning: 6. Periods in child development: Vygotskys perspective Holbrook Mahn 7. Development through the lifespan: a neo-Vygotskian approach Yuriy V. Karpov 8. Learning and development of preschool children from the Vygotskian perspective Elena Bodrova and Deborah J. Leong 9. The learning activity in the first years of schooling: the developmental path towards reflection Galina Zuckerman 10. Remediation though education: socio/cultural theory and children with special needs Boris Gindis Part III. Sociocultural Theory Application in the Classroom: 11. Cultural-historical theory and mathematics education Jean Schmittau 12. Socio/cultural theory and the practice of teaching historical concepts Jacques Haenen, Hubert Schrijuemakers, and Job Stufkens 13. Formation of learning activity and theoretical thinking in science teaching Hartmut Giest and Joaclum Lompscher 14. How literature discussion shapes thinking: ZPDs for teaching/learning habits of the heart and mind Suzanne M. Miller 15. Beyond cognition: a Vygotskian perspective on emotionality and teachers professional lives Anne DiPardo and Christine Potter Part IV. Diverse Learners and Contexts of Education: 16. Interpersonal communication and internalization in the second language classroom James P. Lantolf 17. Mediation in cognitive socialization: the influence of socioeconomic status Pedro R. Portes and Jennifer A. Vadeboncoeur 18. Cultural modeling: CHAT as a lens for understanding instructional discourse based on African-American English discourse patterns Carol D. Lee 19. The relations of learning and student social class: toward re-socializing sociocultural learning theory Carolyn P. Panofsky 20. Vygotsky in the mirror of cultural interpretations Vladimir S. Agayev Indexes.

Vygotsky's Educational Theory in Cultural Context: Contents

List of contributors Series Foreword Introduction: sociocultural theory and education: students, teachers and knowledge Alex Kozulin, Boris Gindis, Vladimir S. Ageyev, and Suzanne M. Miller Part I. Concepts and Paradigms: 1. Psychological tools and mediated learning Alex Kozulin 2. The zone of proximal development in Vygotskys analysis of learning and instruction Seth Chaiklin 3. Vygotskys doctrine of scientific concepts: its role for contemporary education Yuriy V. Karpov 4. Some cognitive tools of literacy Kieran Egan and Natalia Gajdamaschko 5. Dynamic assessment of the evolving cognitive functions in children Carol S. Lidz and Boris Gindis Part II. Development and Learning: 6. Periods in child development: Vygotskys perspective Holbrook Mahn 7. Development through the lifespan: a neo-Vygotskian approach Yuriy V. Karpov 8. Learning and development of preschool children from the Vygotskian perspective Elena Bodrova and Deborah J. Leong 9. The learning activity in the first years of schooling: the developmental path towards reflection Galina Zuckerman 10. Remediation though education: socio/cultural theory and children with special needs Boris Gindis Part III. Sociocultural Theory Application in the Classroom: 11. Cultural-historical theory and mathematics education Jean Schmittau 12. Socio/cultural theory and the practice of teaching historical concepts Jacques Haenen, Hubert Schrijuemakers, and Job Stufkens 13. Formation of learning activity and theoretical thinking in science teaching Hartmut Giest and Joaclum Lompscher 14. How literature discussion shapes thinking: ZPDs for teaching/learning habits of the heart and mind Suzanne M. Miller 15. Beyond cognition: a Vygotskian perspective on emotionality and teachers professional lives Anne DiPardo and Christine Potter Part IV. Diverse Learners and Contexts of Education: 16. Interpersonal communication and internalization in the second language classroom James P. Lantolf 17. Mediation in cognitive socialization: the influence of socioeconomic status Pedro R. Portes and Jennifer A. Vadeboncoeur 18. Cultural modeling: CHAT as a lens for understanding instructional discourse based on African-American English discourse patterns Carol D. Lee 19. The relations of learning and student social class: toward re-socializing sociocultural learning theory Carolyn P. Panofsky 20. Vygotsky in the mirror of cultural interpretations Vladimir S. Agayev Indexes.