Vygotsky's Theory In-Play: Early Childhood Education

Autor/inn/en	Smolucha, Larry; Smolucha, Francine
Titel	Vygotsky's Theory In-Play: Early Childhood Education
Quelle	In: Early Child Development and Care, 191 (2021) 7-8, S.1041-1055 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1843451
Schlagwörter	Learning Theories; Early Childhood Education; Abstract Reasoning; Self Control; Play; Metacognition; Inner Speech (Subvocal); Child Development; Sociocultural Patterns; Interpersonal Relationship; Integrity; Cognitive Development; Foreign Countries; History; International Relations; Genetics; Creativity; Imagination; Books; Translation; Speech Communication; Thinking Skills; Russia; United States + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Abstraktes Denken; Denken; Selbstbeherrschung; Spiel; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Inneres Sprechen; Kindesentwicklung; Soziokulturelle Theorie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Integrität; Kognitive Entwicklung; Ausland; Geschichte; Geschichtsdarstellung; Internationale Beziehungen; Humangenetik; Kreativität; Book; Buch; Monographie; Monografie; Denkfähigkeit; Russland; USA
Abstract	According to Lev S. Vygotsky (1896-1934), the highest levels of abstract thinking and self-regulation in preschool development are established in "pretend play using object substitutions." An extensive research literature supports Vygotsky's empirical model of the internalization of self-guiding speech (social speech > private speech > inner speech). Vygotsky also introduced an entirely new way of assessing the child's ability to learn by using the assistance of a more knowledgeable person -- "the zone of proximal development." These concepts are fundamental to Vygotsky's theory of how consciously directed mental functions develop as neurological systems. A chronology is provided to clarify the out-of-sequence and often piecemeal publication of his writings, revealing their theoretical cohesiveness and integrity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01