Thank you Bill.
So, Vygotsky's approach requires more of teacher's role than any
instructional technique?
Huong
---- Original Message ----
From: wbarowy@attbi.com
To: xmca@weber.ucsd.edu
Subject: Re: Hello
Date: Tue, 17 Dec 2002 17:30:01 -0500
>I'd like to add that context here is a little more than what, when
>and where.
>One key phrase from Tudge is how the "theory as a whole" need be
>taken into
>account. In Tudge's statement, children's *interaction* is also
>referenced
>and this is an essential element that moves away from an
>environmental
>determinism. Vygotsky's approach is developmental-experimental, and
>the
>context includes the orientation of the adult as teacher/researcher
>who
>accounts for the actions of the children with flexibility into her
>own
>actions. The theory, as a whole, is part of the psychological
>orientation of
>the teacher, which makes a world of mediational difference from a
>simple
>application of systematic instruction e.g. application of curriculum
>materials.
>
>And if the Vygotsky scholars disagree with this, it is sure someone
>will speak
>up.
>
>
>bb
>
>On Tuesday 17 December 2002 03:41 pm, lehuon@scs.vuw.ac.nz wrote to
>all of us:
>> Hello,
>> Could you please help me with the word CONTEXT in the following
>> quotation:
>> "In fact, failure to see the connections between the zone and the
>> theory as a whole means that it is difficult to differentiate
>> Vygotsky's concept from any instructional technique that
>> systematically leads children, with the help of an adult, though a
>> number of steps in the process of learning some set of skills. The
>> difference for Vygotsky is that the CONTEXT in which the
>interaction
>> occurs is of crucial importance." (Tudge 1990: 156)
>> Thank you.
>> Huong
>>
>>
>>
>> VUW Student Portal - http://www.studentvuw.ac.nz
>
VUW Student Portal - http://www.studentvuw.ac.nz
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