Contexts for Learning

Sociocultural Dynamics in Children's Development

By: Ellice A. Forman, Norris Minick, C. Addison Stone

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Paperback | 21 January 2003

At a Glance

Paperback
408 Pages

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23.39 x 15.6 x 2.13

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This provocative new work on children's development in context presents recent theoretical developments and research findings that have been generated by sociocultural theory. Sociocultural theory began with the work of L.S. Vygotsky and his colleagues but has been significantly expanded and modified recent years. Since the late 1970s, sociocultural theory has challenged existing notions of cognitive development by suggesting that psychological functioning is specific to its social context and is dependent on the mastery of culturally defined modes of speaking, thinking, and acting. For this volume, the editors have assembled a list of contributors noted for their distinguished work in sociocultural theory and research. Taken together, they offer a multifaceted perspective on an emerging research paradigm and argue for a fundamental reconceptualization of mind and its development.

Three main themes are explored in detail: discourse and learning in classroom practice, interpersonal relations in formal and informal education, and the institutional context of learning. Research findings are consistently discussed in terms of their theoretical implications. The book includes three commentary chapters and an afterword that propose future directions for sociocultural research.

This book will be of interest to a wide range of researchers, educators, and students concerned with the theory and practice of developmental, educational, social, and cognitive psychology.

Industry Reviews

"Has broad applicability for all involved in education, whether applied or research; it should be required reading for educational policy makers and administrators." --Readings "The editors, Forman, Minick, and Stone have orchestrated well a set of essays on topics that are important to elevating sociocultural processes more centrally in our understanding of children's learning."--Contemporary Psychology "An excellent introduction..." --Choice "Has broad applicability for all involved in education, whether applied or research; it should be required reading for educational policy makers and administrators." --Shirley R. Rausher, Ph.D., Manhattan Community College, City U of New York, Readings What distinguishes this volume structurally is its division into three parts, each one containing. . .an integrative commentary chapter. These commentary chapters probably constitute the major achievement of this volume bringing discussion to the level of real dialogue. --Teaching Thinking & Problem Solving

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