Vygotsky's legacy : a foundation for research and practice / Margaret E. Gredler, Carolyn Claytor Shields. [print]

Includes bibliographies and index.

1. Introduction -- The sociohistorical context -- Vygotsky's perspective -- Organization of the text -- part I. General principles -- 2. Research methods -- A framework for research -- The experimental-genetic method -- Implications for educational and psychological research -- 3. Cultural signs and symbols -- The role of signs -- Developmental analysis of sign operations -- Implications for education -- 4. Development of the higher psychological functions -- Principles of development -- The general role of education -- part II. Major cultural signs -- 5. Speech and cognitive development -- The stages of speech development -- Speech and verbal thinking -- Educational implications -- 6. Development of thinking in concepts -- Phases in concept development -- Everyday and academic (scientific) concepts -- Educational implications -- part III. The cycle of development -- 7. Structure and dynamics of age-related development -- The child-environment relationship -- Framework for age-related developmental periods -- Educational implications -- 8. Development of world view and personality -- The development of consciousness : birth through preschool -- Maturation of world view and personality -- Educational implications -- part IV. Some implications of Vygotsky's theory -- 9. A new way of thinking -- Issues in Vygotsky's thinking -- Suggestions for psychology and educational psychology -- Some implications for society -- Glossary -- Appendix A. The cross-cultural study -- Appendix B. Shif's research -- Index.

"Most educators are familiar with Lev Vygotsky's concept of the "zone of proximal development," yet the bulk of Vygotsky's pioneering theory of cognitive development remains largely unknown. This book provides a systematic overview of Vygotsky's work and its implications for educational research and practice. Rendering Vygotsky's complex thinking accessible to a broad audience, this comprehensive and timely work is a significant contribution to the field." "This volume belongs on the shelves of researchers and studenrs in educational psychology, education, and cognitive psychology, as well as teacher educators. It will fill a crucial niche as a supplemental text in courses on principles of educational psychology, cognition and learning, and learning theories."--BOOK JACKET.

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