Vygotskian Preschool Education: Promoting the Development of Self-Regulation and Symbolic Thought in Pre-K Children

Autor/inn/en	Brofman, Vera; Karpov, Yuriy V.; Rabinovitch, Inna
Titel	Vygotskian Preschool Education: Promoting the Development of Self-Regulation and Symbolic Thought in Pre-K Children
Quelle	In: International Research in Early Childhood Education, 10 (2020) 2, S.1-15 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1838-0689
Schlagwörter	Preschool Education; Play; Fairy Tales; Educational Philosophy; Child Development; Motor Development; Metacognition; Comparative Analysis; Pretests Posttests; Cognitive Development; Intelligence Tests; Young Children; Preschool Curriculum; Teaching Methods; Toys; Construction (Process); School Schedules; Creative Activities; New York (New York); Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Spiel; Fairy tale; Fairytale; Fairytales; Fairy-tale; Fairy-tales; Märchen; Bildungsphilosophie; Erziehungsphilosophie; Kindesentwicklung; Motorische Entwicklung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kognitive Entwicklung; Intelligence test; Intelligenztest; Frühe Kindheit; Teaching method; Lehrmethode; Unterrichtsmethode; Toy; Spielzeug; Aufbau; Konstruktion; Schulzeiteinteilung
Abstract	The Vygotskian preschool education program (VPEP) is built around mediation in the context of preschool age-specific activities such as sociodramatic play, constructive play, listening and retelling fairy tales, playing with dollhouses, motor activities, and some others. We used the VPEP as part of the daily curriculum in two pre-K classes at PS 197 in Harlem, New York, to promote the development of children's self-regulation and symbolic thought. Another pre-K class at PS 197 was used as the control group. For pre-and posttests, we administered the Coding and Symbol Search subtests of the Wechsler Preschool and Primary Scale of Intelligence-III (WPPSI-III), which target the ability to self-regulate, and the Block Design subtest of the WPPSI-III, which targets the ability to exercise symbolic thought. The results of the study demonstrate that the VPEP promotes the development of preschoolers' self-regulation and is beneficial for the development of their symbolic thought. (As Provided).
Anmerkungen	Monash University Faculty of Education. McMahons Road, Frankston, Victoria, Australia 3199. e-mail: edu-irece@monash.edu; Web site: http://www.monash.edu/education/research/publications/journals/irece
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01