000			02063nam a2200193Ia 4500
003			OSt
005			20260109102223.0
008			181105s2014 xx 000 0 und
020			_a9781107637498
040			_cnls
082			_a153.15 KAR
100			_aKarpov, Yuriy K .
245			_aVygotsky for educators / _cYuriy K. Karpov
260			_aCambridge : _bCambridge University Press, _c2014.
300			_axi, 247 p. ; _c24 cm.
505			_a List of Figures page ix Acknowledgments xi Introduction: “Th ere Is Nothing More Practical Th an a Good Th eory” 1 PART I. MEDIATION FROM BIRTH THROUGH ADOLESCENCE 1 Th e Vygotskian Notion of Mediation as the Major Determinant of Children’s Learning and Development 15 2 First Year of Life: Infant-Caregiver Attachment as the Foundation of Further Development 30 3 Second and Th ird Years: From Object-Centered Explorations to Exploration of the World of Social Roles and Relationships 44 4 Th ree- to Six-Year-Olds: Why Sociodramatic Play Is Important and How to Promote It 59 5 Mediation of Preschoolers’ Activities to Promote School Readiness 75 6 Learning at School: Children Not Only Learn; Th ey Develop As Well 94 7 Understand Adolescents and Make a Diff erence! 109 © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-1-107-06542-0 - Vygotsky for Educators Yuriy V. Karpov Frontmatter More information viii Contents PART II. SCHOOL: WHAT TO TEACH AND HOW TO TEACH 8 American Cognitive Psychologists and Russian Vygotskians talk about the Content and Process of Learning at School 129 9 What Do Students Learn in “Traditional” Schools? 150 10 Does Constructivist Instruction Present a Good Alternative to “Traditional” Teaching? 168 11 Th e Vygotskian Th eoretical Learning Approach as an Alternative to “Traditional” Explicit Instruction and to Constructivist Instruction 185 Conclusion: Don’t Blame It on Genes! 204 Notes 215 Index 243
650			_aPsychology.
942			_2ddc _cBK
999			_c111689 _d111689