Communication between teacher and child in early child education: Vygotskian theory and educational practice / La comunicación entre profesor y alumno en la educación infantil: la teoría vygotskiana y la práctica educativa. Issue 2 (2nd April 2016)

• Record Type: Journal Article
• Authors: Veraksa, Nickolay; Shiyan, Olga; Shiyan, Igor; Pramling, Niklas; Pramling-Samuelsson, Ingrid
• Is Part Of: Infancia y aprendizaje. Volume 39:Issue 2(2016)
• Page Start: 221
• Page End: 243
• Publication Date: 2016-04-02
• Subjects: Vygotsky -- zone of proximal development -- communication -- early childhood education -- mediation; Vygotski -- zona de desarrollo próximo -- comunicación -- educación infantil temprana -- mediación; Educational psychology -- Periodicals; Teaching -- Periodicals; Education -- Periodicals; Education; Educational psychology; Teaching; Periodicals; 370.15
• DOI: 10.1080/02103702.2015.1133091
• Languages: English
• ISSNs: 0210-3702

Abstract

Abstract: The idea of cultural development of a child as introduced by Vygotsky has informed much educational research and theorizing in recent decades. However, in the West it to a large extent tends to be put in the background of the investigation of how teachers or other more experienced participants support children's development, with the concept of scaffolding in the foreground. In this article we review original research and educational psychological theorizing from Russia, work that is less known in the West, discussing how teachers can enter into this developmental field to challenge and support children's development.