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