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Essay / Research Paper Abstract
A 6 page research paper that explores the child development theory of Lev Vygotsky, which provides a framework for understanding learning and teaching and offers to the early childhood educator fresh perspective and intriguing insight into childhood growth and development (Bodrova and Leong, 1996, p. 6). This examination of Vygotskian theory focuses on Vygotsky's idea of "leading activities," as intrinsic to cognitive development. Bibliography lists 6 sources.
Page Count:
6 pages (~225 words per page)
File: D0_khvygot.rtf
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tremendous upsurge of interest in Vygotskys ideas as they offer an intriguing alternative perspective on psycho-educational theory and practice (Gindis, 1998). Central to Vygotskys theory is that "biological and cultural
development do not occur in isolation" but rather that social interaction influences cognitive development (Riddle, 1999). Vygotkian theory provides a framework for understanding "learning and teaching" and offers to the
early childhood educator fresh perspective and intriguing insight into childhood growth and development (Bodrova and Leong, 1996, p. 6). The following examination of Vygotskian theory focuses on Vygotskys idea of
"leading activities," as intrinsic to cognitive development. A "leading activity" specifies the types of interactions between the child and his or her social environment that "lead to developmental accomplishments"
(Bodrova and Leong, 1996, p. 50). Developmental accomplishments can be viewed as the tools that children master within the context of communication and joint activity with adults and peers
(Karpov, 2004). Specifically, leading activities are interactions that will: 1. produce major developmental accomplishments; 2. provide the basis for other activities (interactions); and 3. induce the creation of new mental
processes and the restructuring of old ones (Bodrova and Leong, 1996, p. 50). Vygotsky saw childhood as consisting of four major periods: infancy, toddlerhood, preschool and the primary
grades. Each period is characterized by its own specific leading activity and developmental goals. Infancy The leading activity for infancy is "emotional communication," which refers basically to the establishment
of an emotional bond between the infant and the primary caregiver (Bodrova and Leong, 1996). Caregiving activities, such as smiling, playing, talking and cooing at the baby create a
form of "dialogue" as the child begins to imitate these activities in response. This sort of dialogue is crucial for the development of the childs "social and emotional life" (Bodrova
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