Mind in society. The development of higher psychological processes
| Art der Publikation: | Buch |
| Zitat: | Vygotski1978 |
| Ausgabe: | Edited by Cole, Michael et al. |
| Jahr: | 1978 / 1930 |
| Verlag: | Harvard University Press |
| Ort: | Cambridge, MA, USA |
| Notiz: | Vygotsky worked on a model to relate the development of children and young people to curricular learning in school. Vygotsky saw children developing on the basis of the assimilation of the concepts of adults, that means the assimilation of the outside world (1986/ 1934, p. 154 f.). But he criticised intensively the dominance of the learning object for school learning. Vygotsky proposed “that an essential feature of learning is that it creates the zone of proximal development; that is, learning awakens a variety of internal developmental processes that are able to operate only when the child is interaction with people in his environment and in cooperation with his peers. Once these processes are internalized, they become part of the child’s independent developmental achievement.” “Zone” can be seen in the traditional categories of child development as developmental phase or in situational categories as a specific context. The central task of a teacher is to understand “how external knowledge” are “internalized” and assimilated by the children with their “abilities” (1978/ 1930, p. 91). This internalization will be successful if a teacher offers the external knowledge within “zone of proximal development” (1978/ 1930, pp. 84 ff.) of the children or young people. This conceptual approach to bring together child development and curricular learning by a context, the zone of proximal development, offers scope for the theoretical integration of teaching, learning, and development with the culturally new user generated and mediated contexts. |
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| Autoren | |
| Herausgeber | |
| Hinzugefügt von: | [UNK] |
| Gesamtbewertung: | 0 |
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