An edition of Tools of the mind
(1995)
Tools of the mind
the Vygotskian approach to early childhood education
2nd ed.
by Elena Bodrova and Deborah Leong
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Table of Contents
section I. The Vygotskian framework : the cultural-historical theory of development
1. Introduction to the Vygotskian approach
Tools of the mind
Why mental tools are important
History of the Vygotskian approach
The Vygotskian framework : principles of psychology and education
2. Acquiring mental tools and higher mental functions
The purpose of tools
Language : the universal tool
The concept of higher mental functions
The development of higher mental functions
Individual differences in the development of mental functions
Compensating for the deficits in the development of higher and lower mental functions : Vygotskian approach to special education
3. The Vygotskian framework and other theories of development and learning
Piaget's constructivist approach
Behaviorist theories
Information processing theory
Critique of the Vygotskian approach
section II. Strategies for development and learning
4. The zone of proximal development
Defining the zone of proximal development
Independent performance and assisted performance
Using the ZPD to study development
Implications for learning/teaching
Using the ZPD to teach
5. Tactics : using mediators
Mediator as mental tools
The function of mediators
Developmental path of mediators
Mediation of social and emotional behaviors
External mediation of cognition
Using mediators in the classroom
6. Tactics : using language
Language as a cultural tool
The functions of speech
Developmental path of speech
The development of meaning
The development of written speech
Using language in the classroom
7. Tactics : using shared activities
Interaction during shared activity
How shared activity promotes learning
Shared activity, other-regulation, and self-regulation
The role of the teacher in shared activity
The role of peers in shared activity
section III. Applying the Vygotskian approach to development and learning in early childhood
8. Developmental accomplishments and leading activity : infants and toddlers
The concept of developmental accomplishment
The concept of leading activity
Developmental accomplishments of infancy
Leading activity of infants : emotional interactions with caregivers
Developmental accomplishments of toddlers
Leading activity of toddlers : object-oriented activity
9. Supporting the developmental accomplishments of infants and toddlers
Supporting infants from birth to 6 months
Supporting infants from 6 to 12 months old
Supporting toddlers from 12 to 24 months old
Supporting toddlers from 24 to 36 months old : transition from toddlerhood to preschool
10. Developmental accomplishments and leading activity : preschool and kindergarten
Developmental accomplishments
Make-believe play : the leading activity
How play influences development
The developmental path of play
Nonplay activities in preschool/kindergarten
11. Supporting the developmental accomplishments in preschool and kindergarten
Scaffolding make-believe play as a leading activity
Levels of play found in the preschool/kindergarten classroom
Scaffolding other activities in the preschool/kindergarten classroom
12. Developmental accomplishments and leading activity : primary grades
Formal schooling and development in the primary grades
The developmental accomplishments of the elementary school child
Leading activity : learning activity
13. Supporting the developmental accomplishments in the primary grades
Supporting the critical elements of learning activity
Step-by-step formation as a way to support the development of learning actions
Scaffolded writing, the application of step-by-step formation to writing
Supporting primary-grade children who are missing the developmental accomplishments of preschool and kindergarten years
14. Dynamic assessment : application of the zone of proximal development
Traditional vs. dynamic assessment
What is dynamic assessment?
Epilogue
Glossary.
Edition Notes
Includes bibliographical references (p. 213-223) and indexes.
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