Vygotsky's Educational Theory in Cultural Context (Chap. 1 "Psychological Tools and Mediated Learning")
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by Vladimir S. Ageyev, Boris Gindis, Alex Kozulin, Suzanne M. Miller.
478 pgs.
Innovative ideas in educational psychology, learning, and instruction, originally formulated by Russian psychologist and educator Lev Vygotsky, are currently enjoying unprecedented popularity in the U.S., Latin America, Europe, and Russia. An international team of scholarly contributors provides...
Innovative ideas in educational psychology, learning, and instruction, originally formulated by Russian psychologist and educator Lev Vygotsky, are currently enjoying unprecedented popularity in the U.S., Latin America, Europe, and Russia. An international team of scholarly contributors provides comprehensive coverage of all the main concepts of Vygotsky's sociocultural theory. They emphasize its importance for the understanding of child development, and propose specific classroom applications.
Why Some Children Succeed despite the Odds (Discussion of mediated learning begins on p. 117)
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by Warren A. Rhodes, Waln K. Brown, Robert D. Felner.
196 pgs.
In this volume, mental health professionals pioneer a shift in focus from the treatment of dysfunctional children and adults toward the identification of factors which are found in "resilient" children, or, those who overcome their adverse surrounding and even emerge strengthened. Children from many...
In this volume, mental health professionals pioneer a shift in focus from the treatment of dysfunctional children and adults toward the identification of factors which are found in "resilient" children, or, those who overcome their adverse surrounding and even emerge strengthened. Children from many diverse populations, ranging from stepchildren to developmentally delayed children to children of religious cults, are examined and the elements common to their healthy adjustment identified. The establishment of a model for the recognition of resilience lays the groundwork for primary prevention specialists to develop and implement preventive rather than remedial programs for children designated "at risk."