Tools of the mind : the Vygotskian approach to early childhood education / Elena Bodrova, Deborah J. Leong.
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- 1 copy at The Center Library.
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0 current holds with 1 total copy.
| Location | Call Number / Copy Notes | Barcode | Shelving Location | Status | Due Date |
|---|---|---|---|---|---|
| The Center Library | 372.21 Bod 2007 | 144233 | Stacks | Available | - |
Record details
- ISBN: 0130278041 (pbk.)
- ISBN: 9780130278043 (pbk.)
- Physical Description: xix, 235 p. : ill. ; 24 cm.
- Edition: 2nd ed.
- Publisher: Upper Saddle River, N.J. : Pearson/Merrill Prentice Hall, c2007.
Content descriptions
| Bibliography, etc. Note: | Includes bibliographical references (p. 213-223) and indexes. |
| Formatted Contents Note: | 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. 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 -- |
Search for related items by subject
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| 100 | 1 | . | ‡aBodrova, Elena. |
| 245 | 1 | 0. | ‡aTools of the mind : ‡bthe Vygotskian approach to early childhood education / ‡cElena Bodrova, Deborah J. Leong. |
| 250 | . | ‡a2nd ed. | |
| 260 | . | ‡aUpper Saddle River, N.J. : ‡bPearson/Merrill Prentice Hall, ‡cc2007. | |
| 300 | . | ‡axix, 235 p. : ‡bill. ; ‡c24 cm. | |
| 504 | . | ‡aIncludes bibliographical references (p. 213-223) and indexes. | |
| 505 | 0 | . | ‡asection 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. |
| 505 | 2 | . | ‡asection 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 -- |
| 600 | 1 | 0. | ‡aVygotskiĭ, L. S. ‡q(Lev Semenovich), ‡d1896-1934. |
| 650 | 0. | ‡aChild development. | |
| 650 | 0. | ‡aConstructivism (Education) | |
| 650 | 0. | ‡aEarly childhood education ‡xActivity programs. | |
| 650 | 0. | ‡aEarly childhood education ‡xPhilosophy. | |
| 650 | 0. | ‡aLearning, Psychology of. | |
| 650 | 0. | ‡aPlay. | |
| 700 | 1 | . | ‡aLeong, Deborah. |
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