Vygotsky for educators:
Lev Vygotsky's approach to children's learning and development centers on adult mediation: adults engage children in age-appropriate activities and promote in this context the development of new motives and tools for thinking, problem solving, and self-regulation. Although this approach ha...
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Cambridge
Cambridge University Press
2014
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| Schlagworte: | |
| Online-Zugang: | BSB01 UBG01 URL des Erstveröffentlichers |
| Zusammenfassung: | Lev Vygotsky's approach to children's learning and development centers on adult mediation: adults engage children in age-appropriate activities and promote in this context the development of new motives and tools for thinking, problem solving, and self-regulation. Although this approach has earned widespread recognition in the global scientific community, English-speaking educators remain relatively unfamiliar with its contemporary elaborations for practical application. Yuriy V. Karpov offers the first comprehensive English introduction to contemporary elaborations of Vygotsky's ideas and their practical applications from birth through adolescence. He demonstrates the advantages of the Vygotskian approach over both traditional and constructivist education. This volume will prove an invaluable resource for educators and students in teacher education programs, as well as for everyone interested in educational and developmental psychology |
| Beschreibung: | Title from publisher's bibliographic system (viewed on 05 Oct 2015) |
| Beschreibung: | 1 online resource (xi, 247 pages) |
| ISBN: | 9781107588318 |
| DOI: | 10.1017/CBO9781107588318 |
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| 505 | 8 | |a Machine generated contents note: Introduction: 'there is nothing more practical than a good theory'; Part I. Mediation from Birth through Adolescence: 1. The Vygotskian notion of mediation as the major determinant of children's learning and development; 2. First year of life: infant-caregiver attachment as the foundation of further development; 3. Second and third years: from object-centered explorations to exploration of the world of social roles and relationships; 4. Three- to six-year-olds: why sociodramatic play is important and how to promote it; 5. Mediation of preschoolers' activities to promote school readiness; 6. Learning at school: children not only learn, they develop as well; 7. Understand adolescents and make a difference!; Part II. School: What to Teach, and How to Teach: 8. American cognitive psychologists and Russian Vygotskians about the content and process of learning at school; 9. What do students learn in 'traditional' schools?; 10. Does constructivist instruction present a good alternative to 'traditional' teaching?; 11. The Vygotskian theoretical learning approach as an alternative to 'traditional' explicit instruction and to constructivist instruction; Conclusion: don't blame it on genes! | |
| 520 | |a Lev Vygotsky's approach to children's learning and development centers on adult mediation: adults engage children in age-appropriate activities and promote in this context the development of new motives and tools for thinking, problem solving, and self-regulation. Although this approach has earned widespread recognition in the global scientific community, English-speaking educators remain relatively unfamiliar with its contemporary elaborations for practical application. Yuriy V. Karpov offers the first comprehensive English introduction to contemporary elaborations of Vygotsky's ideas and their practical applications from birth through adolescence. He demonstrates the advantages of the Vygotskian approach over both traditional and constructivist education. This volume will prove an invaluable resource for educators and students in teacher education programs, as well as for everyone interested in educational and developmental psychology | ||
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Datensatz im Suchindex
| _version_ | 1804176473548914688 |
|---|---|
| any_adam_object | |
| author | Karpov, Yuriy V. 1957- |
| author_facet | Karpov, Yuriy V. 1957- |
| author_role | aut |
| author_sort | Karpov, Yuriy V. 1957- |
| author_variant | y v k yv yvk |
| building | Verbundindex |
| bvnumber | BV043695702 |
| classification_rvk | CN 3500 |
| collection | ZDB-20-CBO |
| contents | Machine generated contents note: Introduction: 'there is nothing more practical than a good theory'; Part I. Mediation from Birth through Adolescence: 1. The Vygotskian notion of mediation as the major determinant of children's learning and development; 2. First year of life: infant-caregiver attachment as the foundation of further development; 3. Second and third years: from object-centered explorations to exploration of the world of social roles and relationships; 4. Three- to six-year-olds: why sociodramatic play is important and how to promote it; 5. Mediation of preschoolers' activities to promote school readiness; 6. Learning at school: children not only learn, they develop as well; 7. Understand adolescents and make a difference!; Part II. School: What to Teach, and How to Teach: 8. American cognitive psychologists and Russian Vygotskians about the content and process of learning at school; 9. What do students learn in 'traditional' schools?; 10. Does constructivist instruction present a good alternative to 'traditional' teaching?; 11. The Vygotskian theoretical learning approach as an alternative to 'traditional' explicit instruction and to constructivist instruction; Conclusion: don't blame it on genes! |
| ctrlnum | (ZDB-20-CBO)CR9781107588318 (OCoLC)956316397 (DE-599)BVBBV043695702 |
| dewey-full | 153.1/5 |
| dewey-hundreds | 100 - Philosophy & psychology |
| dewey-ones | 153 - Conscious mental processes & intelligence |
| dewey-raw | 153.1/5 |
| dewey-search | 153.1/5 |
| dewey-sort | 3153.1 15 |
| dewey-tens | 150 - Psychology |
| discipline | Psychologie |
| doi_str_mv | 10.1017/CBO9781107588318 |
| format | Electronic eBook |
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| indexdate | 2024-07-10T07:32:45Z |
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| isbn | 9781107588318 |
| language | English |
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| spelling | Karpov, Yuriy V. 1957- Verfasser aut Vygotsky for educators Yuriy V. Karpov, Touro College Cambridge Cambridge University Press 2014 1 online resource (xi, 247 pages) txt rdacontent c rdamedia cr rdacarrier Title from publisher's bibliographic system (viewed on 05 Oct 2015) Machine generated contents note: Introduction: 'there is nothing more practical than a good theory'; Part I. Mediation from Birth through Adolescence: 1. The Vygotskian notion of mediation as the major determinant of children's learning and development; 2. First year of life: infant-caregiver attachment as the foundation of further development; 3. Second and third years: from object-centered explorations to exploration of the world of social roles and relationships; 4. Three- to six-year-olds: why sociodramatic play is important and how to promote it; 5. Mediation of preschoolers' activities to promote school readiness; 6. Learning at school: children not only learn, they develop as well; 7. Understand adolescents and make a difference!; Part II. School: What to Teach, and How to Teach: 8. American cognitive psychologists and Russian Vygotskians about the content and process of learning at school; 9. What do students learn in 'traditional' schools?; 10. Does constructivist instruction present a good alternative to 'traditional' teaching?; 11. The Vygotskian theoretical learning approach as an alternative to 'traditional' explicit instruction and to constructivist instruction; Conclusion: don't blame it on genes! Lev Vygotsky's approach to children's learning and development centers on adult mediation: adults engage children in age-appropriate activities and promote in this context the development of new motives and tools for thinking, problem solving, and self-regulation. Although this approach has earned widespread recognition in the global scientific community, English-speaking educators remain relatively unfamiliar with its contemporary elaborations for practical application. Yuriy V. Karpov offers the first comprehensive English introduction to contemporary elaborations of Vygotsky's ideas and their practical applications from birth through adolescence. He demonstrates the advantages of the Vygotskian approach over both traditional and constructivist education. This volume will prove an invaluable resource for educators and students in teacher education programs, as well as for everyone interested in educational and developmental psychology Vygotskiĭ, L. S. / (Lev Semenovich) / 1896-1934 Vygotskij, Lev Semenovič 1896-1934 (DE-588)118770497 gnd rswk-swf Child development Educational psychology Developmental psychology Learning, Psychology of Pädagogische Psychologie (DE-588)4044321-8 gnd rswk-swf Kind (DE-588)4030550-8 gnd rswk-swf Erzieher (DE-588)4015479-8 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 gnd rswk-swf Entwicklungspsychologie (DE-588)4014963-8 gnd rswk-swf Vygotskij, Lev Semenovič 1896-1934 (DE-588)118770497 p Erzieher (DE-588)4015479-8 s Lernpsychologie (DE-588)4074166-7 s Kind (DE-588)4030550-8 s Entwicklungspsychologie (DE-588)4014963-8 s Pädagogische Psychologie (DE-588)4044321-8 s DE-604 Erscheint auch als Druckausgabe 978-1-107-06542-0 Erscheint auch als Druckausgabe 978-1-107-63749-8 https://doi.org/10.1017/CBO9781107588318 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Karpov, Yuriy V. 1957- Vygotsky for educators Machine generated contents note: Introduction: 'there is nothing more practical than a good theory'; Part I. Mediation from Birth through Adolescence: 1. The Vygotskian notion of mediation as the major determinant of children's learning and development; 2. First year of life: infant-caregiver attachment as the foundation of further development; 3. Second and third years: from object-centered explorations to exploration of the world of social roles and relationships; 4. Three- to six-year-olds: why sociodramatic play is important and how to promote it; 5. Mediation of preschoolers' activities to promote school readiness; 6. Learning at school: children not only learn, they develop as well; 7. Understand adolescents and make a difference!; Part II. School: What to Teach, and How to Teach: 8. American cognitive psychologists and Russian Vygotskians about the content and process of learning at school; 9. What do students learn in 'traditional' schools?; 10. Does constructivist instruction present a good alternative to 'traditional' teaching?; 11. The Vygotskian theoretical learning approach as an alternative to 'traditional' explicit instruction and to constructivist instruction; Conclusion: don't blame it on genes! Vygotskiĭ, L. S. / (Lev Semenovich) / 1896-1934 Vygotskij, Lev Semenovič 1896-1934 (DE-588)118770497 gnd Child development Educational psychology Developmental psychology Learning, Psychology of Pädagogische Psychologie (DE-588)4044321-8 gnd Kind (DE-588)4030550-8 gnd Erzieher (DE-588)4015479-8 gnd Lernpsychologie (DE-588)4074166-7 gnd Entwicklungspsychologie (DE-588)4014963-8 gnd |
| subject_GND | (DE-588)118770497 (DE-588)4044321-8 (DE-588)4030550-8 (DE-588)4015479-8 (DE-588)4074166-7 (DE-588)4014963-8 |
| title | Vygotsky for educators |
| title_auth | Vygotsky for educators |
| title_exact_search | Vygotsky for educators |
| title_full | Vygotsky for educators Yuriy V. Karpov, Touro College |
| title_fullStr | Vygotsky for educators Yuriy V. Karpov, Touro College |
| title_full_unstemmed | Vygotsky for educators Yuriy V. Karpov, Touro College |
| title_short | Vygotsky for educators |
| title_sort | vygotsky for educators |
| topic | Vygotskiĭ, L. S. / (Lev Semenovich) / 1896-1934 Vygotskij, Lev Semenovič 1896-1934 (DE-588)118770497 gnd Child development Educational psychology Developmental psychology Learning, Psychology of Pädagogische Psychologie (DE-588)4044321-8 gnd Kind (DE-588)4030550-8 gnd Erzieher (DE-588)4015479-8 gnd Lernpsychologie (DE-588)4074166-7 gnd Entwicklungspsychologie (DE-588)4014963-8 gnd |
| topic_facet | Vygotskiĭ, L. S. / (Lev Semenovich) / 1896-1934 Vygotskij, Lev Semenovič 1896-1934 Child development Educational psychology Developmental psychology Learning, Psychology of Pädagogische Psychologie Kind Erzieher Lernpsychologie Entwicklungspsychologie |
| url | https://doi.org/10.1017/CBO9781107588318 |
| work_keys_str_mv | AT karpovyuriyv vygotskyforeducators |