Contexts for learning: sociocultural dynamics in children's development

Abstract

PART 1: DISCOURSE AND LEARNING IN CLASSROOM PRACTICE 1. Vygotsky in Classroom Practice: Moving from Individual Transmission to Social Transaction 2. First-Grade Dialogues for Knowledge Acquisition and Use 3. The Dynamics of Discourse 4. Discourse, Mathematical Thinking, and Classroom Practice 5. Creating and Reconstituting Contexts: Educational Interactions Including a Computer Program A Time to Merge Vygotskian and Constructivist Conceptions of Knowledge Acquisition: A Commentary on Part 1 PART II: INTERPERSONAL RELATIONS IN FORMAL AND INFORMAL EDUCATION 6. What's Missing in the Metaphor of Scaffolding 7. Deconstruction in the Zone of Proximal Development 8. Vygotsky, Hymes and Bakhtin: From Word to Development 9. A Vygotskian Perspective on Children's Collaborative Problem-Solving Activities 10. Toddlers' Guided Participation with Their Caregivers in Cultural Activity Away from Internalization: A Commentarty on Part II PART III: THE SOCIOCULTURAL INSTITUTIONS OF FORMAL AND INFORMAL EDUCATION 11. The Institutional and Social Context of Educational Practice and Reform 12. The Fifth Dimension, its Play-World, and its Institutional Contexts: The Generation and Transmission of Shared Knowledge in the Culture of Collaborative Learning 13. Activity Settings of Early Literacy: Home and School Factors in Children's Emergent Literacy 14. A Sociocultural Approach to Agency The Interface between Sociocultural and Psychological Aspects of Cognition: A Commentary on Part III