Contexts for Learning: Sociocultural Dynamics in Childrens Development

Paperback | April 30, 1999

byEllice A. Forman, Norris Minick, C. Addison Stone

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This provocative new work on children's development in context presents recent theoretical developments and research findings that have been generated by sociocultural theory. Sociocultural theory began with the work of L.S. Vygotsky and his colleagues but has been significantly expanded andmodified recent years. Since the late 1970s, sociocultural theory has challenged existing notions of cognitive development by suggesting that psychological functioning is specific to its social context and is dependent on the mastery of culturally defined modes of speaking, thinking, and acting.For this volume, the editors have assembled a list of contributors noted for their distinguished work in sociocultural theory and research. Taken together, they offer a multifaceted perspective on an emerging research paradigm and argue for a fundamental reconceptualization of mind and itsdevelopment. Three main themes are explored in detail: discourse and learning in classroom practice, interpersonal relations in formal and informal education, and the institutional context of learning. Research findings are consistently discussed in terms of their theoretical implications. The book includesthree commentary chapters and an afterword that propose future directions for sociocultural research. This book will be of interest to a wide range of researchers, educators, and students concerned with the theory and practice of developmental, educational, social, and cognitive psychology.

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This provocative new work on children's development in context presents recent theoretical developments and research findings that have been generated by sociocultural theory. Sociocultural theory began with the work of L.S. Vygotsky and his colleagues but has been significantly expanded andmodified recent years. Since the late 1970s...

Norris Minick is Assistant Professor of Communicative Sciences and Disorders in the School of Speech at Northwestern University. Ellice A. Forman is Assistant Professor in the School of Education at the University of Pittsburgh. C. Addison Stone is Professor and Head of the Program on Learning Disabilities in the Department of Communi...

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Format:PaperbackDimensions:416 pages, 9.13 × 6.06 × 1.14 inPublished:April 30, 1999Publisher:Oxford University Press

The following ISBNs are associated with this title:

ISBN - 10:0195109775

ISBN - 13:9780195109771

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Table of Contents

ContributorsNorris Minick, C. Addison Stone, and Ellice A. Forman: Introduction: Integration of Individual, Social and Institutional Processes in Accounts of Children's Learning and DevelopmentPART 1: Discourse and Learning in Classroom Practice1. L.C. Moll and K.F. Whitmore: Vygotsky in Classroom Practice: Moving from Individual Transmission to Social Transaction2. A.S. Palinscar, A.L. Brown and J.C. Campione: First-Grade Dialogues for Knowledge Acquisition and Use3. G.M. Chang and G. Wells: The Dynamics of Discourse: Literacy and the Construction of Knowledge4. P. Cobb, T. Wood and E. Yackel: Discourse, Mathematical Thinking, and Classroom Practice5. P. Griffin, A. Belyaeva and G. Soldatova: Creating and Reconstituting Contexts: Educational Interactions Including a Computer ProgramG. Hatano: Commentary: Time to Merge Vygotskian and Constructivist Conceptions of Knowledge AcquisitionPART II: Interpersonal Relations in Formal and Informal Education6. C.A. Stone: What's Missing in the Metaphor of Scaffolding7. B.E. Litowitz: Deconstruction in the Zone of Proximal Development8. C.B. Cazden: Vygotsky, Hymes and Bakhtin: From Word to Utterance and Voice9. E.A. Forman and J.A. McPhail: A Vygotskian Perspective on Children's Collaborative Problem-Solving Activities10. B. Rogoff et al.: Toddlers' Guided Participation with Their Caregivers in Cultural ActivityM. Packer: Commentary: Away from InternalizationPART III: The Sociocultural Institutions of Formal and Informal Education11. R. Tharp: The Institutional and Social Context of Educational Practice and Reform12. A. Nicolopoulou and M. Cole: The Generation and Transmission of Shared Knowledge in the Culture of Collaborative Learning: The Fifth Dimension, Its Play-World, and Its Institutional Contexts13. R. Gallimore: Activity Settings of Early Literacy: Home and School Factors in Children's Emergent Literacy14. J.V. Wersch, P. Tulviste and F.A. Hagstrom: A Sociocultural Approach to Agency15. R. Serpell: Commentary: The Interface between Sociocultural and Psychological Aspects of CognitionJacqueline J. Goodnow: Afterword: Direction of Post-Vygotskian ResearchName IndexSubject Index

Editorial Reviews

What distinguishes this volume structurally is its division into three parts, each one containing. . .an integrative commentary chapter. These commentary chapters probably constitute the major achievement of this volume bringing discussion to the level of real dialogue. --Teaching Thinking andProblem Solving