Apprenticeship in Thinking: Cognitive Development in Social Context by Barbara RogoffApprenticeship in Thinking: Cognitive Development in Social Context by Barbara Rogoff

Apprenticeship in Thinking: Cognitive Development in Social Context

byBarbara Rogoff

Paperback | February 1, 1991

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This interdisciplinary work presents an integration of theory and research on how children develop their thinking as they participate in cultural activity with the guidance and challenge of their caregivers and other companions. The author, a leading developmental psychologist, viewsdevelopment as an apprenticeship in which children engage in the use of intellectual tools in societally structured activities with parents, other adults, and children. The author has gathered evidence from various disciplines--cognitive, developmental, and cultural psychology; anthropology;infancy studies; and communication research--furnishing a coherent and broadly based account of cognitive development in its sociocultural context. This work examines the mutual roles of the individual and the sociocultural world, and the culturally based processes by which children appropriate andextend skill and understanding from their involvement in shared thinking with other people. The book is written in a lively and engaging style and is supplemented by photographs and original illustrations by the author.
Barbara Rogoff is currently Professor of Psychology and Coordinator of the Developmental Psychology Program at the University of Utah.
Title:Apprenticeship in Thinking: Cognitive Development in Social ContextFormat:PaperbackDimensions:272 pages, 6.06 × 9.25 × 0.71 inPublished:February 1, 1991Publisher:Oxford University Press

The following ISBNs are associated with this title:

ISBN - 10:0195070038

ISBN - 13:9780195070033

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Table of Contents

1. Cognitive Development in Social ContextPART I: The Individual and the Sociocultural Context2. Conceiving the Relationship of the Social World and the Individual3. The Sociocultural Context of Cognitive ActivityPART II: Processes of Guided Participation4. Providing Bridges from Known to New5. Structuring Situations and Transferring Responsibility6. Cultural Universals and Variations in Guided ParticipationPART III: Cognitive Development Through Interaction with Adults and Peers7. Explanations of Cognitive Development through Social Interaction: Vygotsky and Piaget8. Evidence of Learning from Guided Participation with Adults9. Peer Interaction and Cognitive Development10. Shared Thinking and Guided Participation

Editorial Reviews

"Interesting and worthwhile . . . would be particularly useful to people who teach developmental psychology courses. In the introductory chapter, the author provides a good description of the book with the statement that 'this book considers children as apprentices in thinking, active in theirefforts to learn from observing and participating with peers and more skilled members of their society, developing skills to handle culturally defined problems with available tools, and building from these givens to construct new solutions within the context of sociocultural activity.' (p. 7).Although many ideas are expressed in that one statement, she accomplishes the task of addressing and providing support for all of them." --Child Development Abstracts and Bibliography