Periods in Child Development: Vygotsky’s Perspective  

Oleh:

Mahn, Holbrook

Jenis: Article from Books - E-Book
Dalam koleksi: Vygotsky’s Educational Theory in Cultural Context, page 119-137.
Topik: Child Development; Autonomousspeech; Verbal Thinking; Social Relations; Adolescence
Fulltext: Periods in Child Development Vygotsky’s Perspective.pdf (152.01KB)

Isi artikel

Smiles and coos of recognition; tentative ?rst steps and ?rst words; communicating and making sense of the world; anxious excitement on the ?rst day of school; awareness of others; conceptual thinking; awareness of self; and the transition to young adulthood: As parents and teachers, we marvel at children’s myriad journeys. At times, we experience frustration when we witness profound, often unsettling, changes in children’s behavior and interactions with others. During these dif?cult times, such as the “terrible twos” or the “dreaded” adolescent years, children often seem to take on different personalities. How and why, we wonder, does this occur? The same question fascinated Lev Vygotsky and was at the center of his theory of child development. He went further, asking what these times of crisis, or critical periods as he called them, demonstrate about the patterns and processes of children’s mental and social functioning. The answers he developed are helpful today for educators trying to shape educational opportunities that meet the needs of all children. This chapter focuses on Vygotsky’s analysis of the relationship between children’s individual growth and development and the sociocultural situations into which they are born. At the center of his writings on child development is the relationship between “the line of natural development which is closely bound up with the processes of general organic growth and the maturation of the child [and] ...the line of cultural improvement of the psychological functions, the working out of new methods of reasoning, the mastering of the cultural methods of behavior”

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