Russian followers of Vygotsky have expanded his ideas into a theory that integrates cognitive, motivational, and social aspects of child development--emphasizing the role of children's activity as mediated by adults in their development. This theory has become the basis for an innovative analysis of periods in child development and of the mechanism of children's transitions from one period to the next. The neo-Vygotskian approach to child development is thus introduced to English-speaking readers in this volume.
Contents
Introduction: the problem of determinants and mechanisms of child development; 1. Vygotsky's approach to child development; 2. The neo-Vygotskian elaboration of Vygotsky's approach to child development; 3. First year of life: emotional interactions with caregivers as the leading activity of infants; 4. Second and third years of life: object-centered joint activity with adults as the leading activity of toddlers; 5. Three to six-year-olds: sociodramatic play as the leading activity during the period of early childhood; 6. The period of middle childhood: learning at school as children's leading activity; 7. The period of adolescence: interactions with peers as the leading activity of adolescents; 8. Conclusion - the neo-Vygotskian approach to child development: accomplishments and shortcomings.
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