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Cultural-historical theory and modern educational practice

Paper i proceeding
Författare N. Veraksa
Sonja Sheridan
Publicerad i European Proceedings of Social and Behavioural Sciences
ISSN 2357-1330
Förlag Future Acad
Förlagsort Nicosia
Publiceringsår 2018
Publicerad vid Institutionen för pedagogik, kommunikation och lärande
Språk en
Länkar dx.doi.org/10.15405/epsbs.2018.07.1
Ämnesord Cultural-historical theory, childhood, child voice
Ämneskategorier Utbildningsvetenskap

Sammanfattning

The purpose of the study is to analyze modern theoretical constructions based on Vygotsky's cultural-historical theory with regard to the education of young children. Crucial concepts of higher mental functions, social situation of development and zone of proximal development are seen through the lens of recent research in childhood studies. In terms of higher mental functions development executive functioning comes to a fore front of research. Social situation of development is currently analyzed not only through leading activity of the child, but also through his/her interest that is respected in course of interaction with an adult. The problem of recognizing the child's voice reflects complex social construction that educators are faced with. Zone of proximal development is also analyzed from the position of the child, who is mastering reality through leading activity. Coming to understanding of the education that is based on Vygotsky ideas the necessity of cultural means acquisition is stressed. It is obvious that two tendencies can be observed in preschool education: the first one relates to the adult's leading role as a person who possesses the cultural content, and the second one that calls for children's autonomous activity where the main task is to support the voice of each participant in the educational process. (C) 2018 Published by Future Academy

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