Tools of the mind : the Vygotskian approach to early childhood education
著者
書誌事項
Tools of the mind : the Vygotskian approach to early childhood education
Merrill, c1996
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注記
Includes bibliographical references (p. 163-175) and indexes
内容説明・目次
内容説明
Appropriate for courses in Curriculum Planning, Methods of Teaching and Models of Early Childhood in both Early Childhood Education Departments; Departments of Child and Family Studies; and, Curriculum and Instruction.
The authors' objective in Tools of the Mind is to enable future teachers to arm young children with the mental tools necessary for learning. They view mental tools as a cycle in which ideas are (1) learned from others; (2) modified and changed, and (3) passed back on to others.
目次
I. THE VYGOTSKIAN FRAMEWORK: THE CULTURAL-HISTORICAL THEORY OF DEVELOPMENT.
1. Introduction to Vygotsky.
Tools of the Mind? Why Are Mental Tools Important? History of the Vygotskian Approach. 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 Mental Functions. Individual Differences in the Development of Mental Functions.
3. The Vygotskian Framework and Other Theories of Child Development.
Piaget's Constructivist Approach. Behaviorist Theorists. Information Processing Theory. Critique of the Vygotskian Approach.
II. STRATEGIES FOR DEVELOPMENT AND LEARNING.
4. The Zone of Proximal Development: Strategy for Development and Learning.
Defining the Zone of Proximal Development. Using the ZPD to Study Development. Implications for Learning/Teaching. Using the ZPD to Teach.
5. Developmental Accomplishments and Leading Activity: Infants and Toddlers.
Developmental Accomplishments. The Concept of Leading Activity. Infancy. Toddlerhood.
6. Developmental Accomplishments and Leading Activity: Preschool, Kindergarten, and Primary Grades.
Preschool and Kindergarten. Primary Grades. Orgaizing Learning/Teaching in the Classroom.
III. TACTICS FOR PROMOTING DEVELOPMENT AND LEARNING/TEACHING.
7. Tactics: Using Mediators.
The Function of Mediator? External Mediators as Scaffolding. Types of Mediators. Mediation of Social and Emotional Behavior. External Mediation of Cognition. Guidelines for Using External Mediators. Value of Mediators.
8. 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.
9. 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.
IV. APPLYING THE VYGOTSKIAN APPROACH IN THE CLASSROOM.
10. Play as a Leading Activity.
Definitions of Play. How Play Influences Development. The Developmental Path of Play. Play as a Leading Activity. Enriching Play.
11. Activities for the Early Childhood Classroom.
Block Building. Mapping. Making Patterns. Dramatic Play. Storytelling. Journal Writing. Reading. Large-Muscle Activities. Small-Muscle Activities.
Epilogue.
Glossary.
References.
Index.
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