Vygotsky's theory in early childhood education and research: Russian and Western views
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| Format: | Book |
| Language: | English |
| Published: |
London ; New York
Routledge, Taylor & Francis Group
[2018]
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| Subjects: | |
| Online Access: | Inhaltsverzeichnis Register // Gemischte Register |
| Physical Description: | xii, 219 Seiten Illustrationen, Diagramme |
| ISBN: | 9781138299054 9781138299047 |
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MARC
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| 245 | 1 | 0 | |a Vygotsky's theory in early childhood education and research |b Russian and Western views |c edited by Nikolay Veraksa and Sonja Sheridan |
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| 600 | 1 | 4 | |a Vygotskiĭ, L. S. |q (Lev Semenovich) |d 1896-1934 |x Influence |
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| 650 | 4 | |a Early childhood education |x Philosophy | |
| 650 | 4 | |a Early childhood education |x Research |v Cross-cultural studies | |
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Record in the Search Index
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| adam_text | CONTENTS
List of contributors viii
Foreword by Tony Bertram and Chris Pascal xi
PART I
An introduction to Vygotsky s legacy 1
1 Overview of the book and a statement of its aims and objectives 3
Nikolay Veraksa and Sonja Sheridan
2 Vygotsky in two perspectives: Prussian and Western
understandings 9
Roger Saljo and Nikolay Veraksa
PART 11
Children s cognitive learning and development 23
3 Dialectical thinking research in early years 25
Nikolay Veraksa and Nikolay Veresov
4 Narratives as tools for expressing structure and creativity with
preschool children in two cultures 38
Olga Shiyan, Camilla Bjorklund and Ingrid Pramling Samuelsson
vi Contents
5 Executive functions development in early years 54
Marina Vasilyeva and Aleksander Veraksa
6 Theory of other minds, children’s dialectical thinking and
abilities to reflect and communicate on new opportunities 68
Vila Mauritzson and Igor Shiyan
7 Vygotsky in Harlem: amplification of preschoolers’ development
in Vygotskian Early Childhood Education Program (VECEP) 81
Vera Brofman, Inna Kabinovitch and Yuriy Karpov
8 Vygotsky’s conception of preschool development: play with
orientation and narration 97
Yulia Solovieva and Susanne Garvis
PART 111
Interaction and communication 111
9 The interaction between parents with their preschool children
during leisure time: key features 113
Vladimir S. Sobkin, Ksenia N. Skobeltsina and Nico van Oudenhoven
10 Preschool children’s collaboration and learning together 129
Pia Williams, Jonna Larsson and Aleksander Veraksa
11 Early literacy in preschool 142
Liu Gjems, Hristo Kyuchukov and Oksana Ushakova
PART IV
Play and physical activities 155
12 Technological modem toys in early child development 157
Elena Smirnova and Ana Nieves-Rosa
13 Learning through digital play in the Australian context of early
childhood education and care 166
Irina Verenikina, Iram Siraj and Lisa Kervin 14
14 The Vygotskian approach in physical education for early years 179
Aleksander Veraksa, Joaquim Quintino Aires, Sergey Leonov and
Martin Musálek
Contents vli
PART V
An environment for learning and development 191
15 Preschool quality and conditions for children’s learning in
preschool in Russia and Sweden 193
Sonja Sheridan, Olga Shiyan and Igor Shiyan
Conclusion 206
Nikolay Veraksa and Sonja Sheridan
Index 213
INDEX
Page numbers in bold denote tables, those in italics denote figures.
actions: of combination 34; dialectical
mental 33—4; of mediation 33; of reversal
33—4; of seriation 33; symbolic/
representative 100; of transformation 33
activity theory 56, 82, 99, 207—8
activity, use of term 17
actors, children as 139
affect—intellect unity 13—14
age, and use of symbolic tools 182
age specifics, dialectical thinking 34—5
amplification 82
Applebee, A.N. 41
architectural and constructive play 87—8
art, dialectical thinking 35—6
art activities 88
Astington, J. 76
attention deficit hyperactivity disorder
(ADHD) 158
attentional control 57
August, D. 145
authoritarian style, of parent-child
interaction 117—19
author’s symbol 85
Bakhtin, M. 78
Balanced Literacy, comparative study
64-5
behavior, cultural mediation 58
Berk, L. 58
biological—social relationship 15
Bodrova, E. 63, 158
book: aims 7; chapter overviews 207—11;
hopes for 6; potential readership 6;
reflection 206—12; scope 3; structure 7;
summary and conclusions 211—12;
themes 7
book corners 40
Botvin, G.J. 41
Brofman, V.V. 87
Bruner, J. 10, 105, 129
child-centered view 4
child development: amplification 210—11;
cultural activities framework 97—8;
environment for 194; executive
functions 207; and interaction 59; as
interactive/multi-dimensional 4; social
situation 194, 209; stage model 11
child-oriented style, of parent-child
interaction 117—19
children: as actors 139; attitudes towards
3—4; emotional character 99; VECEP
91-3
children’s theories of other minds 76—8
class environment, VECEP 91
cognition, as social 19, 131
cognitive development 4, 207; and physical
development 179
cognitivism, critiques of 18
collaboration and learning: collaborative,
creative actions 135—6; context and
overview 129—30; data collection 134;
214 Index
collaboration and learning continued
discussion 137—9; empirical study outline
134; meaning and understanding 138;
motivation 139; mutual agreement 136;
normative awareness 137; organizational
conditions 132—3; sociocultural
perspective 130—3; summary and
conclusions 139; Swedish context 133;
teacher skills and responsibilities 132—3;
themes 134—7; view of children 132; and
well-being 130; Zones of Proximal
Development 131—2
combination, actions of 34
combinational drawings 35—6
communication: child—teacher 5; effects of
toys on 162; and interaction 209; and
motivation 131; parameters 103; peer-
to-peer 130; reflection 101—2; through
toys 159
complex concepts 34
conditioning 10
consciousness, and social development 7
contradictory situations 68—9
creative actions, collaboration and learning
135-6
crisis of psychology 10
cross-cultural research, parent—child
interaction 125
cube game 31—2
cultural action, teachers 194
cultural activities, as framework of
development 97—8
cultural behavior, psychological means
179
cultural development 179
cultural-historical approach 17—18
cultural-historical theory: influence 210—11;
ontogenetic development 56
cultural mediation 18
cultural tools 210
cultural vision 210
culture: behavioral mediation 58; and
dialectical thinking 32; ideal samples 4
cyclic processes 34
cyclic representations 70—2
Damber, LL 39
Davydov, V.V. 26, 104—5; dialectical
thinking 29—30
Denkstile 9
depression 158
“Development” program, executive
functions 61—3
Development program, VECEP 85
Dewey, J. 198
dialectic actions, as parameters for analysis
42
dialectic psychology 14
dialectical integration 14—15
dialectical mental actions 33-4, 51
dialectical method 12—17
dialectical perspective 5
dialectical reversal 16—17
dialectical situations 28
dialectical thinking: age specifics 34—5;
context and overview 25—6; and
creativity 42; cube game 31—2; and
culture 32; Davydov 29-30; defining 68;
means 34; opposites questions 32; Piaget
26—9, 30; positionness 75-6;
preschoolers’ art 35—6; research history
26—30; Riegel 30; studies of preschool-
age children 30—2; summary and
conclusions 36; Vygotsky’s approach
28—9, 30; Vygotsky’s view of preschool
children 32—5; see also dialectical
thinking study
dialectical thinking study: context and
overview 68—9; cyclic representations
70—2; method 69—72; opportunities
73—5; probabilistic forecasting 72—6;
summary and conclusions 78; theories of
other minds 76—8; thinking and
anticipation 69—70; see also dialectical
thinking
dialogue, nature of 78
Diamond, A. 64—5
Dickinson, D.K. 152
differences in understanding 206—7
digital play: context and overview 166;
discussions 173, 175—6; findings 170—6;
focus of study 167; method 169—70;
Oliver and Riley 173—6; Ronan and his
mother 170—3; study overview 169;
summary and conclusions 176—7
discussions, reflective 40
distributed perspective 18
do as the animal does 91
Doodlecast 107
drawings: content 85; dialectical thinking
35-6; structural commonalities 208
early childhood, grow th of interest 3
Early Childhood Environment Rating Scale
(ECERS) 194, 195—7; comparison of
evaluations 199—202; meta-analyses
198-9
Early Years Learning Framework for
Australia (EYLF) 167
education: and executive functions 55;
Index 215
global democratic process 6; as global
process 206; and graphic spatial
modeling 83—4; play and learning 167;
policy changes 5; preschool in USSR
59-61; process design 12; quality
evaluation 6; requirements 5—6; sensory
92; see also learning; quality and
conditions
educational contexts: self-regulation in 59;
and social interaction 4—5
egalitarian style, of parent-child interaction
117-19
Einarsdotrir, J. 146
Elkonin, D.B. 56, 57, 101, 144
Elkoninova, L. 70
emotional character 99
emotional involvement 98
emotions, parent—child interaction 119—21
environment for 194
Erikson, E. 30
ethics, new 3
executive functions: attentional control 57;
child development 207—8; context and
overview 54—5; “Development”
program 61—3; and educational success
55; imaginative play 64; and language
142; mediation 207—8; nature of 55;
preschool education in USSR 59—61;
Russian perspective 58; self-regulation
54, 55—9, 207—8; summary and
conclusions 65; “Tools of the Mind”
(ToM) 63—5; Western perspectives 58
existence, possibility of 4
explicit learning 180—1, 182, 187
external mediators 127
fairy-tale models 88, 90
fantasy, development of 77
Federal State Standard for Preschool
Education (FSSPE) 196
Flavell, J. 27
Fleck, L. 9
forecasting, probabilistic 72—6
freedom 203
Freud, S. 77
Gallagher, S. 106
games, use of symbols 62
Garvis, S. 107
gender roles 121—5, 123, 124
general genetic law of cultural development
19
generalization 74
globalization: of education 206; effects of
11
Glozman,J.M. 57—8
graphic spatial modeling, and education
programs 83—4
guided participation 132
happiness, parent—child interaction 121
Harlem see Vygotskian Early Childhood
Education Program (VECEP)
Harms, T. 194
Hasan, R. 147, 151
Hegel, G. 12
historical perspective 197—8
Hutchins, E. 18
hyperstimulation 83
ideal form 4
imaginative play 64, 167—8
imitation 59
implicit learning 180—1, 182, 187
inherent value, preschool age 82—3
initiative speech 150
inner speech 159
intellectual development, and language
77-8
interaction: and communication 209; and
development 59; effects of technology
176—7; parents with boys 118; play as
162; sociocultural perspective 130—3;
styles, parent—child 117—19, 118; types
of 106; see also parent—child interaction
internalization 162—3
internationalization, effects of 11
intersubjectivity 78, 148
iPad in diapers 83
Karaulov Y.N. 147
kindergartens, Russia 200—1
knowledge, “out there” 18
Kosheleva, A.D. 138
Krasheninnikov, E.E. 69
Kuhn, T. 9
Labov, W. 41
Lam, W.K. 181
language: ability 147; acquisition and
narratives 106—8; competence 147; and
executive functions 142; importance of
learning 143; and intellectual
development 77—8; interaction and
communication 209; play and learning
144; preschool learning 143—5; and self-
regulation 58, 59; and thought 143; see
also literacy
language environment 147
language symbols 143
216 Index
Lave, J. 18
Lavrenyeva, T.V. 90—1
Law on Education in the Russian
Federation 196
leading activities 17
learning: and development 162—3; explicit
180-1, 182, 187; implicit 180-1, 182,
187; play and education 167; symbolic
visual tools in 61; see also collaboration
and learning; education
learning environments: overview 211;
Sweden 201
leisure time: primary spaces 114; shared
activities 121—5; shared activities and
well-being 122; see also parent—child
interaction
Leong, D.J. 63, 158
Leontiev, A.N. 10, 17, 33, 56, 82, 99, 100,
138, 187-8, 207-8, 210
Levitanskiy, Y. 81
Liao, C-M. 180
Lillard, A.S. 187
linguistic personality 147
literacy: context and overview 142—3;
discussion 151—2; importance of
language learning 143; language
experiences 148—50; Norway 146—7,
148—9; older preschool children 150—1;
prefaced questions 151—2; preschool
language learning 143—5; in preschool
years 145—6; Russia 147—8, 149—50;
summary and conclusions 152; word
meanings 144—5; see also language
literacy skills 40—1
Losev, A. 181
Lotman, Y. 72—3
Luria, A.R. 10, 56—7
make-believe play 87, 157—8, 167—8
Mamardashvili, M. 181
maps 62
Marulis, L. 145, 152
Masters, R.S.W. 180
material 4
McCabe, A. 41
means, dialectical thinking 34
mediation 207—8; actions of 33
mediation drawings 36
mediators, internal/external 127
mental images 162—3
meta-analyses, quality and conditions 198-9
metaphor learning 210; physical education
185
metaphors 181, 182
migration, effects of 11
modeling mediation 83—4
ModelL A. 181
Moscow State University of Psychology
and Education 163—4
motivation 100; collaboration and learning
139; and communication 131: for plav
163
motor skill acquisition 182—3
movement ability 92
multimodal expression 105—6
mutual agreement, collaboration and
learning 136
mutual bridges of meaning 132
narration 101, 105—8; context and
overview 97; summary and conclusions
108; see also play
narrative perspective 105
narratives: analytical criteria 41; cause-and-
effect 45; children’s drawings 43, 46—8,
49, 50; context and overview 38—9;
conversion 49—50; dialectic actions as
parameters for analysis 42; dialectical
mental actions 51; dialectical sériation
44—5; discussion and conclusions 50;
empirical study 41-52; forward stories
and forward drawings 46-8; and language
acquisition 106—8; literate preschool
framework 40—1; methodology 42;
opposition 50—1 ; reflecting on 40;
research design 43-4; results, forward
stories 44—8; results, reverse stories 48—50;
reversibility 51 ; Russian context 40:
sample 43; structural commonalities 208;
Swedish context 39; transformation of
oppositions 44; Zones of Proximal
Development 51—2; see also storytelling
natural history of a sign 13
natural history of the symbol 15
Nelson, C.D. 107
Nelson, K. 77-8, 107
Neuman, S. 152
neuropsychology, Vygotsky’s influence 57
Neverovich, Y.Z. 131
normative awareness, collaboration and
learning 137
Norway: language experiences 148—9;
literacy 146—7
obesity 158
ontogenetic development 56
opportunities 73—5
opposites questions 32
orientation 98—105, 208; context and
overview 97; development stages of
Index 217
playing activity 103, 104; external/
internal 99; parenting objectives 115—17,
115, 116; playing activity 98—100;
summary and conclusions 108; see also
play
Panksepp,J. 158
paradigms 9—10
parent—child interaction: with boys 118;
context and overview 113—14; cross-
cultural research 125; external guidance
121; gender roles 121-5, 123, 124;
happiness 121; interaction styles 117—19,
118; method 114; parental well-being
120; parenting objectives 115—17, 115,
116; parenting objectives and styles 119;
parents’ feelings 119—21; parents’ leisure
preferences 122; pedagogical strategies of
parents 115; sample 114; shared activities
and well-being 122; shared leisure
activities 121—5; social-economic factors
114; summary and conclusions 125-7
parenting style 117-19
partners in situations, opportunities 73—5
Pashkina, O.V. 74
Pavlovian reflexology 10
pedagogic progression in play 168
peer collaboration 129; see also collaboration
and learning
personality—society system 13
perspectives, spread and acceptance 9—10
perspectives on Vygotsky: cultural-historical
approach 17—20; dialectical method
12—17; overview 9; Vygotskian-Western
dialogue 18—20; see also Western
perspective
physical activities, importance of 210
physical development, and cognitive
development 179
physical education: aims of study 182, 187;
assessment procedure 184; context and
overview 179—80; data analysis 185—6;
discussion 187—8; experiment procedure
184—5, 184; explicit learning 180-1,
182, 187; implicit learning 180—1, 182,
187; intervention design 184; metaphor
learning 185; method 183—6; results 186,
186; sample selection 183; scheme
learning 185; study design 183—4;
summary and conclusions 188—9;
symbolic tools in 182—3
Piaget, Jean 6, 77, 182, 207; dialectical
thinking 26—9, 30; stage model 11;
Vygotsky’s criticism of 10
Plato 4
play: architectural and constructive 87—8;
art activities 88; characteristics 208-9;
content 99—101, 164; digital play see
separate heading; do as the animal does
91; duality of 25—6; education and
learning 167; fairy-tale models 88, 90;
imaginative 64; importance of 209—10;
inhibiting effects of toys 160—1;
interaction 162; and language acquisition
X 44; as leading activity 82—3; and mental
development 157; modelling mediation
83-4; motivation 163; need for 98;
operational basis 164; opportunities for
158; parameters 98; parameters of
communication 103; pedagogic
progression in play 168; pretend play 87,
157—8; requirements for 138; roles in
138—9; room plans 90-1; scope of
research 77; social understanding 76—7;
socio-dramatic 87; sociocultural
approach 167—8; sustained shared
thinking (SST) 168; symbolic function
of 100, 104—5; symbols in 57—8, 105; as
transitional stage 138; views on 6; see also
narration; orientation; toys
playing activity 98-100; content 101, 101;
development stages 103, 104; symbolism
100
playtime, reduction of 162
Poe, E.A. 75
political contexts, effects of 10
Poolton, J.M. 181—2
Porche, M. 152
positionness 75—6
practice-orientated perspectives 18—19
Pramling, N. 134, 182
Pramling Samuelson, I. 134, 182
prefaced questions 151—2
preschool: importance of 38; literate
framework 40—1; Russian context 40;
Swedish context 39
preschool age, inherent value 82—3
pretend play 87, 157—8, 167—8
Price, G.G. 94—5
primary education, preparation for 38
primary spaces 114
private speech 63—4
probabilistic forecasting 72—6
Program for the work of nursery
institutions, Russia 197
Propp, Y.Y. 41
psyche, natural and cultural interactions 4
psychoanalysis 77
publications, translations for West 10
Pyatigorsky, A. 181
218 Index
quality and conditions: aims of study 199:
analytical process 199; comparative
perspective 194—5; comparison of
evaluations 199—202; context and
overview 193—5; Early Childhood
Environment Rating Scale (ECERS)
194, 195—7; historical perspective
197—8; indicators 195; kindergartens,
Russia 200—1; for learning and
development 200; meta-analyses 198—9;
study approach 195; summary and
conclusions 202—4; teachers’ interaction
and communication 201—2
questions, prefaced 151—2
“Razumnitsa” folk tale 69
reading to children: Russia 40; Sweden
39
reality-imagination relationship 78
reflecting, on narratives 40
reflection 101—2; and contents of play 102
relations of opposites 14
remembering, cultural mediation 18
respectful relationships 167
reversal 16—17; actions of 33—4
reversal drawings 36
Riegel, K., dialectical thinking 30
Robinson, K. 38
Rogoff, B. 132, 142
role play 210
roles, in play 138—9
Rollins, P.R. 41
room plans 90—1
Russia: historical perspective 197;
kindergartens 200—1; language
experiences 149—50; literacy 147—8;
meta-analyses 198—9; preschool 40;
quality evaluations 199—200; teachers’
interaction and communication 201—2;
see also quality and conditions
samples 4
scaffolding 19—20, 116, 127, 168
scheme learning, physical education 1 85
second-level modeling 84—5
self-expression, through toys 159
self-regulation 54, 207—8; in educational
contexts 59; investigation of 55—6; and
language 58, 59; overview 56—8; tools
for 59; see also executive functions
semiotic mediation 150—1
sensory education 92
seriation, actions of 33
signs 1 81
Siraj-Blatchford, I. 129, 168
situated perspectives 18—19
Smirnova, E.O. 58
Sobkin, V.S. 127
soccer skills see physical education
social development, and consciousness 7
social development situation 16—17
social interaction, and educational contexts
4-5
social media 127
social pedagogical approach 211
social regulation 5
social situation: change in 6; of
development 194
social understanding 76—7
sociocultural perspective 193—4
sociocultural theory of learning and
development 77—8, 130—3
socio-dramatic play 87, 158
Sokhin, F-A. 145
Sosa, A. 162
space of opportunities 72—6, 78
speech: private 63—4; situational and
contextual 144
speech thinking 15
sport: implicit learning 180; symbolic tools
in 181-2
stage model, critiques of 11
stories, structural complexity 41
storytelling: principles 41; visual symbols
62; see also narratives
structural-dialectic method 12-13
sustainable development goals 38
sustained shared thinking (SST) 168
Sutton-Smith, B. 41
Sweden: historical perspective 198;
learning environments 201; meta-
analyses 198—9; preschool 39, 133:
quality7 evaluations 200; teachers’
interaction and communication 201-2;
see also quality and conditions
symbolic function, of play 100. 104—5
symbolic tools 181—2, 181—3, 210
symbolic visual tools 61
symbols: as external aids 63—4; language
143; in play 57—8, 105; understanding
15—16; use in games 62
system of means 208
table tennis 181—2
tapping game 56—7
teacher-centered view 4
teachers: cultural action 194; interaction
and communication 201—2; roles 208
technology see toys
Temple, C. 145—6
Index 219
The Gifted Child program, VECEP 85
theories of other minds 76—8
theory of mind 77
thesis-antithesis—synthesis method 12—13
“Thinking and Speech” (Vygotsky) 32—3
thinking, sustained shared thinking (SST)
168
thought, and language 143
Thought and Language (Vygotsky) 10, 11
“Tools of the Mind” (ToM) 63-5
toys: communication and self-expression
159; content of play 164; context and
overview 157-8; developmental
potential 163-4; inhibiting effects 160—1;
as media 160; motivation for play 163;
operational basis of play 164; and
parent-child communication 162;
psychological examination 163-4;
requisites of 160; technological 160-3;
traditional 158—60; see also play
transformation, actions of 33
transformational drawings 36
transformations, productiveness 15
uncontrolledness 73
unity 13-14
use of terms, Vygotsky’s 15
Usova, A.P. 59-60
Venger, L.A. 61, 83-5, 180, 208
Veraksa, N. 30, 32, 35, 42, 68, 70, 71
visual models 62
visual spatial models 84
Vygotskian Early Childhood Education
Program (VECEP): activities 86—93, 87,
88, 89-90, 95; architectural and
constructive play 87—8; art activities 88;
children 91—3; class environment 91;
context and overview 81—2; curriculum
93; do as the animal does 91; evaluation
86; fairy-tale models 88, 90; foundations
of 82—3; graphic spatial modeling and
education programs 83—4; methods and
data sources 86; objectives 86; practical
significance 94; program aims 92—3;
programs 85; results 93—4; room plans
90—1; scientific significance 94; socio-
dramatic play 87; summary and
conclusions 94-6; theoretical framework
85
Vygotsky, Lev: legacy 3, 5, 12, 206;
overview of work 10; on parent—child
interaction 126; use of work 6
Wagner, J. 146
Waletzky, J. 41
well-being: collaboration and learning 130;
parent-child interaction 120, 122; and
play 208
Wells, G. 149
Wertsch, J. 149
Western perspective: attitudes to Vygotsky
12; origins and development 10—11
Whitebread, D. 58
Wittgenstein, L. 12
Wood, D. 19
word meaning 17
words: interpretation of meaning 15;
meanings of 144—5
Zaporozhets, A.V. 82, 84, 131, 138, 210
Zones of Proximal Development 5, 17—18,
19—20, 82; building and exploring 139;
collaboration and learning 131—2;
cultural attitudes 210; cultural
understandings of 203—4; digital play
176; dual meaning 138; as educational
focus 51; games as 187; learning and
mental development 145; narratives
51—2; parent-child interaction 116;
teachers in 193—4, 202; use of concept
209; working in 39
|
| any_adam_object | 1 |
| author2 | Veraksa, Nikolaj |
| author2_role | edt |
| author2_variant | n v nv |
| author_GND | (DE-588)1155604016 |
| author_facet | Veraksa, Nikolaj |
| building | Verbundindex |
| bvnumber | BV044893725 |
| callnumber-first | L - Education |
| callnumber-label | LB775 |
| callnumber-raw | LB775.V942 |
| callnumber-search | LB775.V942 |
| callnumber-sort | LB 3775 V942 |
| callnumber-subject | LB - Theory and Practice of Education |
| ctrlnum | (OCoLC)1028553553 (DE-599)BVBBV044893725 |
| dewey-full | 372.21 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.21 |
| dewey-search | 372.21 |
| dewey-sort | 3372.21 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Book |
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| id | DE-604.BV044893725 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T08:04:03Z |
| institution | BVB |
| isbn | 9781138299054 9781138299047 |
| language | English |
| lccn | 017049042 |
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| physical | xii, 219 Seiten Illustrationen, Diagramme |
| publishDate | 2018 |
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| publisher | Routledge, Taylor & Francis Group |
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| spelling | Vygotsky's theory in early childhood education and research Russian and Western views edited by Nikolay Veraksa and Sonja Sheridan London ; New York Routledge, Taylor & Francis Group [2018] xii, 219 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier Vygotskiĭ, L. S. (Lev Semenovich) 1896-1934 Influence Vygotskij, Lev Semenovič 1896-1934 (DE-588)118770497 gnd rswk-swf Early childhood education Philosophy Early childhood education Research Cross-cultural studies Vorschulerziehung (DE-588)4064016-4 gnd rswk-swf Rezeption (DE-588)4049716-1 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Vygotskij, Lev Semenovič 1896-1934 (DE-588)118770497 p Vorschulerziehung (DE-588)4064016-4 s Rezeption (DE-588)4049716-1 s DE-604 Veraksa, Nikolaj (DE-588)1155604016 edt Erscheint auch als Online-Ausgabe 978-1-315-09820-3 Digitalisierung BSB Muenchen - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030287682&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung BSB Muenchen - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030287682&sequence=000002&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Register // Gemischte Register |
| spellingShingle | Vygotsky's theory in early childhood education and research Russian and Western views Vygotskiĭ, L. S. (Lev Semenovich) 1896-1934 Influence Vygotskij, Lev Semenovič 1896-1934 (DE-588)118770497 gnd Early childhood education Philosophy Early childhood education Research Cross-cultural studies Vorschulerziehung (DE-588)4064016-4 gnd Rezeption (DE-588)4049716-1 gnd |
| subject_GND | (DE-588)118770497 (DE-588)4064016-4 (DE-588)4049716-1 (DE-588)4143413-4 |
| title | Vygotsky's theory in early childhood education and research Russian and Western views |
| title_auth | Vygotsky's theory in early childhood education and research Russian and Western views |
| title_exact_search | Vygotsky's theory in early childhood education and research Russian and Western views |
| title_full | Vygotsky's theory in early childhood education and research Russian and Western views edited by Nikolay Veraksa and Sonja Sheridan |
| title_fullStr | Vygotsky's theory in early childhood education and research Russian and Western views edited by Nikolay Veraksa and Sonja Sheridan |
| title_full_unstemmed | Vygotsky's theory in early childhood education and research Russian and Western views edited by Nikolay Veraksa and Sonja Sheridan |
| title_short | Vygotsky's theory in early childhood education and research |
| title_sort | vygotsky s theory in early childhood education and research russian and western views |
| title_sub | Russian and Western views |
| topic | Vygotskiĭ, L. S. (Lev Semenovich) 1896-1934 Influence Vygotskij, Lev Semenovič 1896-1934 (DE-588)118770497 gnd Early childhood education Philosophy Early childhood education Research Cross-cultural studies Vorschulerziehung (DE-588)4064016-4 gnd Rezeption (DE-588)4049716-1 gnd |
| topic_facet | Vygotskiĭ, L. S. (Lev Semenovich) 1896-1934 Influence Vygotskij, Lev Semenovič 1896-1934 Early childhood education Philosophy Early childhood education Research Cross-cultural studies Vorschulerziehung Rezeption Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030287682&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030287682&sequence=000002&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
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