The teaching/learning relationship in the first years of school: Some revolutionary implications of vygotsky’s theory

Early Education and Development

Volumn 14, Issue 3, 2003, Pages 293-312

  Scrimsher, Sheryl ^a   Tudge, Jonathan ^b  

^a MEREDITH COLLEGE   (United States)

^b UNIVERSITY OF NORTH CAROLINA AT GREENSBORO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85071214612     PISSN: 10409289     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15566935eed1403_3     Document Type: Article

References (52)

1. Berk, L., & Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and early childhood education. Washington, D.C.: National Association for the Education of Young Children.
2. Bodrova, E., & Leong, D. (1996). Tools of the mind: The Vygotskian approach to early childhood education. Englewood Cliffs, NJ: Prentice Hall.
3. Boutte, G. S., & DeFlorimonte, D. (1998). The complexities of valuing cultural differences without overemphasizing them: Taking it to the next level. Equity & Excellence in Education, 31(3), 54-62.
4. Brown, A. L., & Ferrara, R. A. (1985). Diagnosing zones of proximal development. In J. V. Wertsch (Eds.), Culture, communication and cognition: Vygotskian perspectives (pp. 273-305). New York: Cambridge University Press.
5. Charlesworth, R. (1997). Mathematics in the developmentally appropriate integrated curriculum. In C. H. Hart, D. C. Burts, & R. Charlesworth (Eds.), Integrated curriculum and developmentally appropriate practice (pp. 51-73). New York: SUNY Press.
6. Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
7. Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review, 58(3), 280-298.
8. Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: The New Press.
9. Duarte, N. (2000). Vygotsky e o “aprender a aprender”: Crítica ás approporiações neoliberais e pós-modernos da teoria Vygotskiana. [Vygotsky and “learning to learn:” Critique of neo-liberal and postmodern appropriations of Vygotsky’s theory]. Campinas, Brazil: Editora Autores Associados.
10. Elhammoumi, M. (2001). Lost–or merely domesticated? The boom in socio-historicocultural theory emphasizes some concepts, overlooks others. In S. Chaiklin (Ed.), The theory and practice of cultural-historical psychology (pp. 200-217). Aarhus, Denmark: Aarhus University Press.
11. Elhammoumi, M. (2002). To create psychology’s own Capital. Journal for the Theory of Social Behavior, 32, 89-104.
12. Entwisle, D. R., & Alexander, K. L. (1993). Entry into school: The beginning school transition and educational stratification in the United States. American Review of Sociology, 19, 401-423.
13. Entwisle, D. R., & Alexander, K. L. (1999). Early schooling and social stratification. In R. C. Pianta & M. Cox (Eds.) The transition to kindergarten: Research, policy, training, and practice (pp. 13-38). Baltimore, MD: Paul Brooks.
14. Freire, P. (1972). Pedagogy of the oppressed (M. B. Ramos, Trans.). Harmondsworth, England: Penguin Books.
15. Freitas, L. (1988). A produção de ignorância na escola. [The production of ignorance in school.] São Paulo, Brazil: Cortez Editora.
16. Graue, E. (1999). Integrating diverse perspectives on kindergarten contexts and practice. In R. C. Pianta & M. J. Cox (Eds.), The transition to kindergarten: Research, policy, training, and practice (pp. 109-142). Baltimore, MD: Paul Brooks.
17. Harkness, S., & Super, C. M. (1996). Parents’ cultural belief systems: Their origins, expressions, and consequences. In S. Harkness & C. M. Super (Eds.), Parents’ cultural belief systems. New York: Guilford Press.
18. Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. New York: Cambridge University Press.
19. Heath, S. B. (1989). Oral and literate traditions among Black Americans living in poverty. American Psychologist, 4(2), 367-373.
20. Hogan, D. M., & Tudge, J. R. H. (1999). Implications of Vygotsky’s theory for peer learning. In A. M. O’Donnell & A. King (Eds.), Cognitive perspectives on peer learning (pp. 39-65). Mahwah, NJ: Erlbaum.
21. Jones, E., & Nimmo, J. (1994). Emergent curriculum. Washington, D.C.: National Association for the Education of Young Children.
22. Kohn, M. L. (1977). Class and conformity: A study in values, 2nd Ed. Chicago: University of Chicago Press.
23. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey Bass, Inc.
24. Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms. San Francisco, CA: Jossey-Bass, Inc.
25. Levine, L. (1977). Black culture and black consciousness: Afro-American folk thought from slavery to freedom. New York: Oxford University Press.
26. McCollum, J. A., & Blair, H. (1994). Research in parent-child interaction: Guidance to developmentally appropriate practice for young children with disabilities. In B. L. Mallory & R. S. New (Eds.), Diversity and developmentally appropriate practices (pp. 84-106). New York: Teachers College Press.
27. Mallory, B. L., & New, R. S. (Eds.) (1994). Diversity and developmentally appropriate prac-tices. New York: Teachers College Press.
28. Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school. New York: Cambridge University Press.
29. Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 491-511.
30. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
31. Scrimsher, S. (2002). Effective practices for teaching African American children: Enhancing the cultural knowledge of preservice teachers. Unpublished doctoral dissertation, The University of North Carolina at Greensboro.
32. Shweder, R. A. (1990). Cultural psychology—what is it? In J. W. Stigler, R. A. Shweder, & G. Herdt (Eds.), Cultural psychology: Essays on comparative human development (pp. 1-43). New York: Cambridge University Press.
33. Souza Lima, E. (1995). Culture revisited: Vygotsky’s ideas in Brazil. Anthropology & Education Quarterly, 26, (4), 443-457.
34. Tharp, R. G. (1989). Psychocultural variables and constants: Effects on teaching and learning in schools. American Psychologist, 44, 349-359.
35. Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. New York: Cambridge University Press.
36. Tudge, J. R. H. (1973). The moral aspect of socialization in the Soviet Union: Its development in theory and practice. Unpublished master’s thesis, Oxford University, England.
37. Tudge, J. R. H., Hogan, D. M., Lee, S., Meltsas, M., Tammeveski, P., Kulakova, N. N., Snezhkova, I. A., & Putnam, S. A. (1999). Cultural heterogeneity: Parental values and beliefs and their preschoolers’ activities in the United States, South Korea, Russia, and Estonia. In A. Göncü (Ed.), Children’s engagement in the world (pp. 62-96). New York: Cam-bridge University Press.
38. Tudge, J. R. H., Putnam, S. A., & Valsiner, J. (1996). Culture and cognition in developmental perspective. In G. Cairns, J. Elder & E. J. Costello (Eds.), Developmental science (pp. 190-222). New York: Cambridge University Press.
39. Tudge, J., & Scrimsher, S. (2003). Lev Vygotsky on education: A cultural-historical, interpersonal, and individual approach to development. In B. Zimmerman & D. Schunk (Eds.), Educational psychology: A century of contributions (pp. 207-228). Mahwah, NJ: Lawrence Erlbaum Associates.
40. van der Veer, R., & Valsiner, J. (1991). Understanding Vygotsky: A quest for synthesis. Cambridge, MA: Basil Blackwell, Inc.
41. Vernon-Feagans, L. (1996). Children’s talk in communities and classrooms. Oxford, England: Basil Blackwell, Inc.
42. Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT press.
43. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman Eds.). Cambridge, MA: Harvard University Press. (Originally written or published between 1930 and 1935.)
44. Vygotsky, L. S. (1986). Thought and language, revised edition. Cambridge, MA: MIT press.
45. Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky, Vol. 1: Problems of general psychology. (R. W. Rieber & A. S. Carton, Vol. Eds., N. Minick, Trans.). New York: Plenum Press. (Originally written or published between 1929 and 1935).
46. Vygotsky, L. S. (1993). The collected works of L. S. Vygotsky: Vol. 2. The fundamentals of defectology (abnormal psychology and learning disabilities). (R. W. Rieber & A. S. Carton, Vol. Eds., J. E. Knox & Carol B. Stevens, Trans). New York: Plenum. (Chapters originally published or written between 1924 and 1935.)
47. Vygotsky, L. S. (1994). The problem of the environment. In R. van der Veer & J. Valsiner (Eds.), The Vygotsky reader (pp. 338-354). Oxford, England: Basil Blackwell (Originally published in 1935).
48. Vygotsky, L. S. (1997). The collected works of L. S. Vygotsky. Vol. 4: The history of the development of higher mental functions. (W. Rieber, Vol. Ed., Marie J. Hall, Trans.). New York: Plenum Press (Chapters originally written or published between 1924 and 1934).
49. Wertsch, J. V., Rio, P., & Alvarez, A. (1995). Sociocultural studies of mind. New York: Cambridge University Press.
50. Wilson, T. L. (1972). Notes toward a process of Afro-American Education. Harvard Educational Review, 42 (August), 374-389.
51. Wood, D. J. (1999). Teaching the young child: Some relationships between social interaction, language, and thought. In P. Lloyd & C. Fernyhough (Eds.), Lev Vygotsky: Critical assessments (pp. 259-275). London: Routledge.
52. Wood, D. J., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.