Reconstructing the Vygotskian vision of play, learning and development in early childhood (original) (raw)

Læring i et Vygotsky-perspektiv: Muligheter og konsekvenser for opplæringen

This chapter examines the complicated relationship between children’s play, learning and development in early childhood from the perspective of cultural-historical theory. Recent widespread practices that aim to integrate play and learning into school instruction are often superficial, and do not propose a unified systemic approach. Cultural-historical theory that develops general stage models of child development, as presented by El’konin (1999), Bozhovich (2004), and Slobodchikov and Zuckerman (2003), highlights the main difficulty in separating cultural development and learning from each other. The new learning of young children occurs in social spaces through internal psychological processes, which cannot be directly observed. The solution to the problem could be to accept the claim of Vygotsky and his followers that early childhood pedagogy must focus on personality development and creative imagination as the core psychological function of early age. Creative activities such as...

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