[Xmca-l] Re: A new monography about Vygotsky's theory

[mike cole]

Thank you. I will pass along to the word to the xmca membership.
mike cole


On Fri, Oct 25, 2013 at 10:58 AM, Ассоциация профессиональных психологов
(Харьков) <app.kharkov@gmail.com> wrote:

> Dear Dr. Michael Cole,
> please, see attachment and/or our site
> http://www.app.kharkov.ua/p/blog-page_9.html#sgk1
> Best regards,
> Egorova Eleonora,
> president of Association of Professional Psychologists (Kharkov, Ukraine),
> PhD
>
>
> The book is published in Russian. The date-line in English: Kasvinov S. G.
> (2013). *L. S. Vygotsky's system. Book 1. Teaching/learning and
> development of children and teenagers*. - Kharkov (Ukraine): Rider.
>
> *SUMMARY*
>
>                 Only the *zone of proximal development* (ZPD) can be
> fruitful and beneficial area of school and pre-school training or work for
> a psychologist and psychotherapist if they work with a child or a
> teenager.  ZPD - it's what the child (teenager) hasn't embraced yet, but is
> quite able of doing that in joint work with adults (parents, psychologists
> or teachers). Education in the ZPD (developmentally appropriate) is an
> essential way of reaching the full (entire) potential of your child. It's
> also a way of helping him (scaffolding learning). The *zone of proximal
> development* is the basic concept of Vygotsky's theory of learning and
> development, which he didn't finish completely and explicitely. But his
> accomplished theory can be traced in his works. And this research reveales
> it in the practically applicable form. The methods to build up this theory
> are borrowed from Vygotrsky. He could have done that exactly the same way.
> The outcomes are published in this book, which also indicated that the
> theory has a direct relevance to the development psychology data and
> suggests a new look at the training and development methods researches
> (including new methods of modeling).
>
>                 The study found that Vygotsky distinguished between the *individual
> ZPD* of a particular child (teenager) and the *age ZPD* of children
> (teenagers) at the same level of development. As opposed to the individual
> ZPD, the age ZPD can be used to solve general issues (problems) of
> psychology and pedagogy. That includes the designing of efficient school
> innovations (innovation schools) and reforms in the educational system, the
> new standards, tests, curriculum, textbooks and teaching aids. Each age ZPD
> contains a certain part of culture (cultural context of child development),
> including specific training (education) stage with its content and methods.
> Each age ZPD of a child or an adolescent is displayed by a certain
> psychological peculiarity in his behavior (all of them are mentioned in the
> book). The listing of age ZPDs covers completely the training and normal
> development of a child from birth to 18 years. Directly the system of the
> ZPD application can bring us to resolutions of the most efficient methods
> in the work of a psychologist or a teacher with children or teenagers in
> the specific age. The best educational content can be identified for
> children to get it easier and better, and with greater interest. Some good
> examples of using of age ZPD manifest in ideas of successful innovations
> for school. We consider here the most important psychological signs of
> infant's readiness for school and the transition from elementary school to
> the next stage of education: they are the signs of specific age ZPD.
>
>                 This work can be useful for experts in the domain of
> developmental psychology, sociocultural (cultural-historical) psychology,
> history of psychology, educational psychology, coaching, research and
> practical pedagogy,  developmental education, Kamehameha Elementary
> Education Project (KEEP), home schooling, early childhood development and
> education. And for employees of innovation educational content and methods
> institutions, the authors (developers) of innovative schools and
> educational reforms (innovations), new standards and programs, tests,
> textbooks and teaching materials, methods and techniques. For creative
> teachers, psychologists, coaches, psychotherapists working with children or
> teenagers. For designers of psychologists and psychotherapists methods of
> work with children or teenagers. For teachers of psychology (professors,
> lecturers) and gifted undergraduate and graduate students. And for highly
> educated parents.
>
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