The Neo-Vygotskian Approach to Child Development

Abstract

The neo-Vygotskian approach to child development is introduced to English-speaking readers. Russian followers of Vygotsky have elaborated his ideas into a theory that integrates cognitive, motivational, and social aspects of child development with an emphasis on the role of children's activity as mediated by adults in their development. This theory has become the basis for an innovative analysis of periods in child development and of the mechanism of children's transitions from one period to the next. In this book, the discussion of the neo-Vygotskians' approach to child development is supported by a review of their empirical data, much of which has never before been available to English-speaking readers. The discussion is also supported by a review of recent empirical findings of Western researchers, which are highly consistent with the neo-Vygotskian analysis of child development.

Emergent mathematical thinking in the context of play

“…); ▪ The role of the adult is essential for the development of children's ability to participate in specific cultural contexts and for promoting development of cultural activities or for development into the direction of a new leading activity. That is to say that a teacher is always looking for meaningful teaching opportunities in the context of play that contributes to children's ability for participation and that opens new ways of thinking and learning (see for example Karpov, 2005;van Oers, 1999b).…”

“…& Leading activity: the nature of participation and the ability to benefit from help depend on a participant's developmental level. Cultural-historical scholars (see Elkonin, 1972;Karpov, 2005) characterise the ontogenetic process in terms of prominent activities that are best fit to the motives of the pupil and that imply actions that children can perform with the help from others and which stimulate children's development to a higher level of functioning. During the period of primary school, children's developmental process can be characterised by the leading activities of play and intentional learning.…”

“…During the period of primary school, children's developmental process can be characterised by the leading activities of play and intentional learning. Put differently, cultural-historical theory maintains that young children (until the age of 7/8) will learn optimally when their learning is embedded in playful activities (Elkonin, 1972;Karpov, 2005). After the age of (about) eight, children prefer to be involved in activities that support and stimulate intentional learning of cultural facts and understandings (Davydov, 1996).…”

La (pre)ocupación por el aprendizaje: desde la complejidad piagetiana al conocimiento situado

“…Es interesante anotar que existe un movimiento neovygotskiano, que ha producido una teoría del desarrollo infantil, integrando los aspectos cognoscitivos, motivacionales y sociales, recalcando el papel activo del niño y la niña dentro de la interacción mediada por la persona adulta, y que ha fundamentado un análisis innovador sobre los diferentes períodos que componen ese desarrollo (Karpov, 2006).…”

Permainan Pasaran Sebagai Media Untuk Mengembangkan Kompetensi Interpersonal Anak

“…Permainan pasaran membawa anak untuk secara aktif berinteraksi dengan teman-temannya dengan berpura-pura menjadi penjual atau pembeli. Aktivitas ini memberikan pengalaman aktif dalam peran dan hubungan sosial anak yang akan menstimulasi kompetensi interpersonal anak (Karpov, 2005).…”