Tools of the Mind The Vygotskian Approach to Early Childhood Education

ISBN-10: 0130278041
ISBN-13: 9780130278043
Edition: 2nd 2007 (Revised)
List price: $47.60 Buy it from $10.97 Rent it from $14.36
This item qualifies for FREE shipping

*A minimum purchase of $35 is required. Shipping is provided via FedEx SmartPost® and FedEx Express Saver®. Average delivery time is 1 – 5 business days, but is not guaranteed in that timeframe. Also allow 1 - 2 days for processing. Free shipping is eligible only in the continental United States and excludes Hawaii, Alaska and Puerto Rico. FedEx service marks used by permission."Marketplace" orders are not eligible for free or discounted shipping.

30 day, 100% satisfaction guarantee

If an item you ordered from TextbookRush does not meet your expectations due to an error on our part, simply fill out a return request and then return it by mail within 30 days of ordering it for a full refund of item cost.

Learn more about our returns policy

Description: As the onlynbsp;text of its kind, this book provides in-depth information about Vygotskys theories, neo-Piagetians findings, and concrete explanations and strategies that instruct teachers how to influence student learning and development.Key  More...

Used Starting from $12.45
New Starting from $38.21
Rent Starting from $14.36
what's this?
Rush Rewards U
Members Receive:
coins
coins
You have reached 400 XP and carrot coins. That is the daily max!
You could win $10,000

Get an entry for every item you buy, rent, or sell.

Study Briefs

Limited time offer: Get the first one free! (?)

All the information you need in one place! Each Study Brief is a summary of one specific subject; facts, figures, and explanations to help you learn faster.

Add to cart
Study Briefs
Periodic Table Online content $4.95 $1.99
Add to cart
Study Briefs
SQL Online content $4.95 $1.99
Add to cart
Study Briefs
MS Excel® 2010 Online content $4.95 $1.99
Add to cart
Study Briefs
MS Word® 2010 Online content $4.95 $1.99

Customers also bought

Loading
Loading
Loading
Loading
Loading
Loading
Loading
Loading
Loading
Loading

Book details

List price: $47.60
Edition: 2nd
Copyright year: 2007
Publisher: Prentice Hall PTR
Publication date: 9/20/2006
Binding: Paperback
Pages: 256
Size: 7.50" wide x 9.25" long x 0.75" tall
Weight: 1.430
Language: English

As the onlynbsp;text of its kind, this book provides in-depth information about Vygotskys theories, neo-Piagetians findings, and concrete explanations and strategies that instruct teachers how to influence student learning and development.Key changes to this edition include a new chapter on dynamic assessment, separate and expanded chapters on developmental accomplishments of infants and toddlers, preschool/kindergarten, and primary grades and on supporting those accomplishments, and elaborations of Vygotskys ideas from neo-Vygotskians from Russia. Pre-K through 3 inservice teachers and other early childhood development educators.

The Vygotskian Framework: The Cultural-Historical Theory of Development
Introduction to the Vygotskian Approach
Tools of the Mind
Why Mental Tools Are Important
History of the Vygotskian Approach
The Life of Vygotsky
Vygotsky's Contemporaries
Post Vygotskians: Russian Colleagues and Students
Research and Applications of Vygotsky's Theory in the West
The Vygotskian Framework: Principles of Psychology and Education
The Construction of Knowledge
The Importance of Social Context
The Relationship of Learning and Development
The Role of Language in Development
For Further Reading
Acquiring Mental Tools and Higher Mental Functions
The Purpose of Tools
Extending the Mind's Capacities
Mastering Behavior
Gaining Independence
Reaching the Highest Level of Development
Language: The Universal Tool
The Concept of Higher Mental Functions
Characteristics of Lower Mental Functions
Characteristics of Higher Mental Functions
The Development of Higher Mental Functions
Building on Lower Mental Functions
The Influence of Cultural Context
Moving from Shared to Individual Functions
Individual Differences in the Development of Mental Functions
Lower Mental Functions
Higher Mental Functions
Compensating for the Deficits in the Development of Higher and Lower Mental Functions: Vygotskian Approach to Special Education
Social and Cultural Nature of Disabilities
Remediation as a Means of Remediation
Application of Vygotsky's Theory to Special Education
For Further Reading
The Vygotskian Framework and Other Theories of Development and Learning
Piaget's Constructivist Approach 29
Similarities
Differences
Behaviorist Theories
Similarities
Differences
Information Processing Theory
Similarities
Differences
Montessori's Approach
Similarities
Differences
Critique of the Vygotskian Approach
For Further Reading
Strategies for Development and Learning
The Zone of Proximal Development
Defining the Zone of Proximal Development
Independent Performance and Assisted Performance
Dynamics of the ZPD
Using the ZPD to Study Development
Implications for Learning/Teaching
Assisting Performance
Assessing Children's Abilities
Defining Developmentally Appropriate Practice
Using the ZPD to Teach
Amplification
Scaffolding
The ZPD as Construction Zone
Performance and Competence
Structuring Situations
Dynamics of Scaffolding within the ZPD
For Further Reading
Tactics: Using Mediators
Mediator as Mental Tools
The Function of Mediators
Developmental Path of Mediators
Mediation of Social and Emotional Behaviors
External Mediation of Cognition
Perception
Attention
Memory
Thinking
Using Mediators in the Classroom
Mediators as Scaffolding
What Mediators Are Not
Examples of Using External Mediators in a Classroom
Guidelines for Using External Mediators
For Further Reading
Tactics: Using Language
Language as a Cultural Tool
The Functions of Speech
Developmental Path of Speech
The Emergence of Speech and Thinking
Private Speech
Inner Speech and Verbal Thinking
The Development of Meaning
The Development of Written Speech
How Writing Promotes Thinking
Using Language in the Classroom
Support the Development of Private Speech
Support the Development of Meaning
Support the Development of Written Speech
For Further Reading
Tactics: Using Shared Activities
Interaction During Shared Activity
How Shared Activity Promotes Learning
Shared Activity, Other-Regulation, and Self-Regulation
The Importance of Other-Regulation
Using Other-Regulation to Promote Self-Regulation
The Role of the Teacher in Shared Activity
Teachers as Partners
Teachers as the Planners
The Role of Peers in Shared Activity
For Further Reading
Applying the Vygotskian Approach to Development and Learning in Early Childhood
Developmental Accomplishments and Leading Activity: Infants and Toddlers
The Concept of Developmental Accomplishment
Social Situation of Development
The Role of Social Situation of Development in Child Development
The Concept of Leading Activity
The Definition of Leading Activity
How Children Begin to Engage in Leading Activity
Developmental Accomplishments of Infancy
Attachment
Object-Oriented Sensorimotor Actions
Leading Activity of Infants: Emotional Interactions with Caregivers
Emotional Exchanges
First Child Initiations
Exchanges Around Objects
First Gestures and Words
Developmental Accomplishments of Toddlers
Sensorimotor Thinking
Emerging Self-Concept
Leading Activity of Toddlers: Object-Oriented Activity
Adult Mediation of Object-Oriented Activity
Instrumental Activity
The Role of Language in Object-Oriented Activity
Restructuring of Perception Through Object-Oriented Activity
Symbolic Substitution
For Further Reading
Supporting the Developmental Accomplishments of Infants and Toddlers
Supporting Infants from Birth to 6 Months
Scaffolding Emotional Communication
Scaffolding the First Child Initiations
Supporting Infants from 6 to 12 Months Old
Scaffolding Exchanges Around Objects
Scaffolding First Gestures
Supporting Toddlers from 12 to 24 Months Old
Supporting Object-Oriented Activities
Supporting Instrumental Activity
Supporting the Development of "Sensorimotor Concepts"
Supporting the Acquisition of Sensory Standards
Supporting Symbolic Substitutions
Supporting Toddlers from 24 to 36 Months Old: Transition from Toddlerhood to Preschool
Supporting the Toddler's Emerging Self-Concept
Supporting the Beginnings of Make-Believe Play
Supporting the Beginning of Self-Regulation
For Further Reading
Developmental Accomplishments and Leading Activity: Preschool and Kindergarten
Developmental Accomplishments
Symbolic Function
Beginning to Act on an Internal Mental Plane
Imagination
Integration of Emotions and Thinking
Development of Self-Regulation
Make-Believe Play: The Leading Activity
Conceptions of Play in Psychology and Education
Play in the Vygotskian Framework
How Play Influences Development
Creating the Zone of Proximal Development
Facilitating the Separation of Thought from Actions and Objects
Facilitating the Development of Self-Regulation
Impacting the Child's Motivation
Facilitating Cognitive "De-centering"
The Developmental Path of Play
Play in Toddlers
Play in Preschoolers and Kindergartners
Nonplay Activities in Preschool/Kindergarten
Games with Rules
Productive Activities
Preacademic Activities
Motor Activities
School Readiness
For Further Reading
Supporting the Developmental Accomplishments in Preschool and Kindergarten
Scaffolding Make-Believe Play as a Leading Activity
Characteristics of Mature Play
Levels of Play Found in the Preschool/Kindergarten Classroom
Enriching Play
Scaffolding Other Activities in the Preschool/Kindergarten Classroom
Games with Rules
Productive Activities
Preacademic Skills
Motor Activities
Scaffolding School Readiness
For Further Reading
Developmental Accomplishments and Leading Activity: Primary Grades
Formal Schooling and Development in the Primary Grades
The Developmental Accomplishments of the Elementary School Child
Beginnings of Theoretical Reasoning
Emergence of Higher Mental Functions
Motivation to Learn
Leading Activity: Learning Activity
Definition of Learning Activity
Learning Task
Learning Actions
Control Action or Feedback
Self-Reflection
Learning Activity in the Primary Grades
For Further Reading
Supporting the Developmental Accomplishments in the Primary Grades
Supporting the Critical Elements of Learning Activity
Use Models as a Way to Help Children Understand Generalized Actions
Help Children See "Through" the Activity to the Learning Goal
Help Children Understand the Concept of a Standard and Learn How to Use Standards to Guide Learning
Devise Ways to Promote Reflection
Step-by-Step Formation as a Way to Support the Development of Learning Actions
The Importance of the Orienting Basis of Action
The Need for "Materialized" Action
Automatization of Mental Actions
The Distinction between Natural and Avoidable Errors
Scaffolded Writing-The Application of Step-by-Step Formation to Writing
Supporting Primary-Grade Children Who Are Missing the Developmental Accomplishments of Preschool and Kindergarten Years
The Child Who Practices Should Win
The Game Should Be Self-Correcting
The Game Should Change as the Children's Skills Change
For Further Reading
Dynamic Assessment: Application of the Zone of Proximal Development
Traditional vs. Dynamic Assessment
What Is Dynamic Assessment?
Post-Vygotskian Applications of Dynamic Assessment
Example of Dynamic Assessment in the Classroom
Dynamic Assessment: A Tool for Instruction
For Further Reading
Epilogue
Glossary
References
Author Index
Subject Index

×
Free shipping on orders over $35*

*A minimum purchase of $35 is required. Shipping is provided via FedEx SmartPost® and FedEx Express Saver®. Average delivery time is 1 – 5 business days, but is not guaranteed in that timeframe. Also allow 1 - 2 days for processing. Free shipping is eligible only in the continental United States and excludes Hawaii, Alaska and Puerto Rico. FedEx service marks used by permission."Marketplace" orders are not eligible for free or discounted shipping.

Learn more about the TextbookRush Marketplace.

×