Drawing upon in-depth analyses of Lev Vygotsky’s theories of early childhood and investigating the ways in which his ideas are reflected in contemporary educational settings, this book brings into sharp relief the numerous opportunities for preschool learning and development afforded by Vygotskian approaches.
Discussion of recent developments in the understanding and implementation of Vygotsky’s ideas in Western and Russian contexts facilitates comparison, and provides readers with fresh impetus to integrate elements into their own practice. Chapters are clearly structured and address the multitude of aspects touched upon by Vygotsky, including cognitive development, communication and interaction, play, literacy and the quality of preschool settings.
Providing a comprehensive exploration of current stances on Vygotsky's ideas in diverse cultural-historical contexts, Vygotsky's Theory in Early Childhood Education and Research will be of interest to researchers, practitioners, educators and politicians involved in early years education.
Table of Contents
Foreword Tony Betram and Chris Pascal Part I: An introduction to Vygotsky's legacy Chapter 1: Overview of the book and a statement of its aims and objectives Nikolay Veraksa and Sonja Sheridan Chapter 2: Vygotsky in two perspectives: Russian and western understandings Roger Säljö and Nikolay Veraksa Part II: Children’s cognitive learning and development Chapter 3: Dialectical thinking research in early years Nikolay Veraksa and Nikolay Veresov Chapter 4: Narratives as tools for expressing structure and creativity with preschool children in two cultures Olga Shiyan, Camilla Björklund and Ingrid Pramling Samuelsson Chapter 5: Executive functions development in early years Marina Vasilyeva and Aleksander Veraksa Chapter 6: Theory of other’s minds, children’s dialectical thinking and abilities to reflect and communicate on new opportunities Ulla Mauritzson and Igor Shiyan Chapter 7: Vygotsky in Harlem: amplification of preschoolers’ development in Vygotskian Early Childhood Education Program (VECEP) Vera Brofman, Inna Rabinovitch and Yuriy Karpov Chapter 8: Vygotsky’s conception of preschool development: play with orientation and narration Yulia Solovieva and Susanne Garvis Part III: Interaction and communication Chapter 9: The interaction between parents with their preschool children during leisure time: key features Vladimir Sobkin, Ksenia Skobeltsina and Nico van Oudenhoven Chapter 10: Preschool children's collaboration and learning together Pia Williams, Jonna Larsson and Aleksander Veraksa Chapter 11: Early literacy in preschool Liv Gjems, Hristo Kyuchukov and Oksana Ushakova. Part IV: Play and physical activities Chapter 12: Technological modern toys in the early child development Elena Smirnova and Ana Nieves Rosa Chapter 13: Learning through digital play in the Australian context of early childhood education and care Irina Verenikina, Iram Siraj and Lisa Kervin Chapter 14: Vygotskian approach in physical education for early years Aleksander Veraksa, Quintino Aires, Sergey Leonov and Martin Muslek Part V: An environment for learning and development Chapter 15: Preschool quality and conditions for children’s learning in preschool in Russia and Sweden Sonja Sheridan, Olga Shiyan and Igor Shiyan Conclusion Nikolay Veraksa and Sonja Sheridan
Nikolay Veraksa is Leading Scientific Researcher at the Russian Academy of Education, Professor of Moscow State Pedagogical University and Leading Scientific Researcher at Moscow City University, Russia.
Sonja Sheridan is Professor of Education at the Department of Education, Communication and Learning, University of Gothenburg, Sweden.