Tools of the Mind: The Vygotskian Approach to Early Childhood Education (2nd Edition)

section I. The Vygotskian framework : the cultural-historical theory of development 1. Introduction to the Vygotskian approach Tools of the mind Why mental tools are important History of the Vygotskian approach The Vygotskian framework : principles of psychology and education 2. Acquiring mental tools and higher mental functions The purpose of tools Language : the universal tool The concept of higher mental functions The development of higher mental functions Individual differences in the development of mental functions Compensating for the deficits in the development of higher and lower mental functions : Vygotskian approach to special education 3. The Vygotskian framework and other theories of development and learning Piaget's constructivist approach Behaviorist theories Information processing theory Critique of the Vygotskian approach section II. Strategies for development and learning 4. The zone of proximal development Defining the zone of proximal development Independent performance and assisted performance Using the ZPD to study development Implications for learning/teaching Using the ZPD to teach 5. 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 Using mediators in the classroom 6. Tactics : using language Language as a cultural tool The functions of speech Developmental path of speech The development of meaning The development of written speech Using language in the classroom 7. Tactics : using shared activities Interaction during shared activity How shared activity promotes learning Shared activity, other-regulation, and self-regulation The role of the teacher in shared activity The role of peers in shared activity section III. Applying the Vygotskian approach to development and learning in early childhood 8. Developmental accomplishments and leading activity : infants and toddlers The concept of developmental accomplishment The concept of leading activity Developmental accomplishments of infancy Leading activity of infants : emotional interactions with caregivers Developmental accomplishments of toddlers Leading activity of toddlers : object-oriented activity 9. Supporting the developmental accomplishments of infants and toddlers Supporting infants from birth to 6 months Supporting infants from 6 to 12 months old Supporting toddlers from 12 to 24 months old Supporting toddlers from 24 to 36 months old : transition from toddlerhood to preschool 10. Developmental accomplishments and leading activity : preschool and kindergarten Developmental accomplishments Make-believe play : the leading activity How play influences development The developmental path of play Nonplay activities in preschool/kindergarten 11. Supporting the developmental accomplishments in preschool and kindergarten Scaffolding make-believe play as a leading activity Levels of play found in the preschool/kindergarten classroom Scaffolding other activities in the preschool/kindergarten classroom 12. Developmental accomplishments and leading activity : primary grades Formal schooling and development in the primary grades The developmental accomplishments of the elementary school child Leading activity : learning activity 13. Supporting the developmental accomplishments in the primary grades Supporting the critical elements of learning activity Step-by-step formation as a way to support the development of learning actions 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 14. Dynamic assessment : application of the zone of proximal development Traditional vs. dynamic assessment What is dynamic assessment? Epilogue Glossary. This Unique Text Provides In-depth Information About Major Concepts And Principles Of The Cultural-historical Theory Developed By Lev Vygotsky, His Students And Colleagues, As Well As Three Generations Of Neo-vygotskian Scholars In Russia And In The West. Tools Of The Mind Enables Teachers To Arm Young Children With The Mental Tools Necessary For Learning.--book Jacket. Section I. The Vygotskian Framework : The Cultural-historical Theory Of Development -- 1. Introduction To The Vygotskian Approach -- Tools Of The Mind -- Why Mental Tools Are Important -- History Of The Vygotskian Approach -- The Vygotskian Framework : Principles Of Psychology And Education -- For Further Reading -- 2. Acquiring Mental Tools And Higher Mental Functions -- The Purpose Of Tools -- Language : The Universal Tool -- The Concept Of Higher Mental Functions -- The Development Of Higher Mental Functions -- Individual Differences In The Development Of Mental Functions -- Compensating For The Deficits In The Development Of Higher And Lower Mental Functions : Vygotskian Approach To Special Education -- For Further Reading -- 3. The Vygotskian Framework And Other Theories Of Development And Learning -- Piaget's Constructivist Approach -- Behaviorist Theories -- Information Processing Theory -- Critique Of The Vygotskian Approach -- For Further Reading -- Section Ii. Strategies For Development And Learning -- 4. The Zone Of Proximal Development -- Defining The Zone Of Proximal Development -- Independent Performance And Assisted Performance -- Using The Zpd To Study Development -- Implications For Learning/teaching -- Using The Zpd To Teach -- For Further Reading -- 5. 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 -- Using Mediators In The Classroom -- For Further Reading -- 6. Tactics : Using Language -- Language As A Cultural Tool -- The Functions Of Speech -- Developmental Path Of Speech -- The Development Of Meaning -- The Development Of Written Speech -- Using Language In The Classroom -- For Further Reading -- 7. Tactics : Using Shared Activities -- Interaction During Shared Activity -- How Shared Activity Promotes Learning -- Shared Activity, Other-regulation, And Self-regulation -- The Role Of The Teacher In Shared Activity -- The Role Of Peers In Shared Activity -- For Further Reading -- Section Iii. Applying The Vygotskian Approach To Development And Learning In Early Childhood -- 8. Developmental Accomplishments And Leading Activity : Infants And Toddlers -- The Concept Of Developmental Accomplishment -- The Concept Of Leading Activity -- Developmental Accomplishments Of Infancy -- Leading Activity Of Infants : Emotional Interactions With Caregivers -- Developmental Accomplishments Of Toddlers -- Leading Activity Of Toddlers : Object-oriented Activity -- For Further Reading -- 9. Supporting The Developmental Accomplishments Of Infants And Toddlers -- Supporting Infants From Birth To 6 Months -- Supporting Infants From 6 To 12 Months Old -- Supporting Toddlers From 12 To 24 Months Old -- Supporting Toddlers From 24 To 36 Months Old : Transition From Toddlerhood To Preschool -- For Further Reading -- 10. Developmental Accomplishments And Leading Activity : Preschool And Kindergarten -- Developmental Accomplishments -- Make-believe Play : The Leading Activity -- How Play Influences Development -- The Developmental Path Of Play -- Nonplay Activities In Preschool/kindergarten -- School Readiness -- For Further Reading -- 11. Supporting The Developmental Accomplishments In Preschool And Kindergarten -- Scaffolding Make-believe Play As A Leading Activity -- Levels Of Play Found In The Preschool/kindergarten Classroom -- Scaffolding Other Activities In The Preschool/kindergarten Classroom -- For Further Reading -- 12. Developmental Accomplishments And Leading Activity : Primary Grades -- Formal Schooling And Development In The Primary Grades -- The Developmental Accomplishments Of The Elementary School Child -- Leading Activity : Learning Activity -- For Further Reading -- 13. Supporting The Developmental Accomplishments In The Primary Grades -- Supporting The Critical Elements Of Learning Activity -- Step-by-step Formation As A Way To Support The Development Of Learning Actions -- 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 -- For Further Reading -- 14. Dynamic Assessment : Application Of The Zone Of Proximal Development -- Traditional Vs. Dynamic Assessment -- What Is Dynamic Assessment? -- For Further Reading. Elena Bodrova, Deborah J. Leong. Includes Bibliographical References (p. 213-223) And Indexes. As the only text of its kind, this book provides in-depth information about Vygotsky's theories, neo-Vygotskians' 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 Vygotsky's ideas from neo-Vygotskians from Russia. FEATURES :