ED384443 PS023475
Title: Scaffolding Children's Learning: Vygotsky and Early Childhood
Education. NAEYC Research into Practice Series. Volume 7.
Author(s): Berk, Laura E.; Winsler, Adam
Author Affiliation: National Association for the Education of Young
Children, Washington, DC.(FGK56164)
Pages: 195
Publication Date: 1995
ISBN: 0-935989-68-4
Available from: EDRS Price MF01 Plus Postage. PC Not Available from
EDRS.
Availability: National Association for the Education of Young Children,
1509 16th Street, N.W., Washington, DC 20036-1426 (NAEYC catalog #146).
Language: English
Document Type: Book (010); Guides--Non-classroom (055)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIENOV1995
This book
is an effort to introduce early childhood educators to Vygotsky's
perspective, research on young children that has been stimulated
by this perspective, and current educational practices emanating
from it. The discussion is divided into seven chapters. Chapter
1 provides an overview of Vygotsky's life, the social conditions
in which his ideas emerged, and factors influencing the spread of
his work. Chapter 2 offers a detailed description of Vygotsky's
perspective on development, including the notions of cognition as
socially constructed and shared, and language as the critical link
between the social and the psychological planes of human functioning.
Chapter 3 focuses on Vygotsky's view of the development and significance
of children's imaginative or make-believe play. Chapter 4 summarizes
Vygotsky's perspective on children with serious learning and behavior
problems. Chapter 5 compares Vygotsky's approach to other major
theories of child development in this century, clarifying its profound
implications for early childhood education. Chapter 6 addresses
contemporary applications of Vygotsky's theory to teaching and learning
in early childhood classrooms. Finally, chapter 7 considers Vygotsky's
theory as a vision for early childhood education--one that resolves
the debate over academic versus child-centered programs by advocating
responsiveness to children's current capacities in ways that move
development forward. Key themes of the Vygotskian approach to early
childhood education are summarized. The book includes a glossary
of the terms used, three resources on Vygotsky's life and contributions,
seven resources on language and thought, and 13 resources on play.
Contains approximately 420 references. (AA)
Descriptors: *Child Development; Class Activities; *Classroom Techniques;
Cognitive Development; Cognitive Processes; Early Childhood Education;
Experiential Learning; Fantasy; Imagination; Individual Development;
Interpersonal Communication; Learning Activities; Learning Problems;
*Learning Theories; *Nontraditional Education; *Pretend Play; Social
Development; Teaching Methods
Identifiers: Developmentally Appropriate Programs; *Scaffolding;
*Vygotsky (Lev S); Zone of Proximal Development
