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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