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6 - Periods in Child Development

Vygotsky's Perspective

Published online by Cambridge University Press:  05 June 2012

By
Holbrook Mahn
Edited by
Alex Kozulin ,
Boris Gindis ,
Vladimir S. Ageyev  and
Suzanne M. Miller
Holbrook Mahn
Affiliation:
College of Education, University of New Mexico, Albuquerque, New Mexico
Alex Kozulin
Affiliation:
International Center for the Enhancement of Learning Potential, Jerusalem
Boris Gindis
Affiliation:
Touro College, New York
Vladimir S. Ageyev
Affiliation:
State University of New York, Buffalo
Suzanne M. Miller
Affiliation:
State University of New York, Buffalo
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Summary

Smiles and coos of recognition; tentative first steps and first words; communicating and making sense of the world; anxious excitement on the first day of school; awareness of others; conceptual thinking; awareness of self; and the transition to young adulthood: As parents and teachers, we marvel at children's myriad journeys. At times, we experience frustration when we witness profound, often unsettling, changes in children's behavior and interactions with others. During these difficult times, such as the “terrible twos” or the “dreaded” adolescent years, children often seem to take on different personalities. How and why, we wonder, does this occur?

The same question fascinated Lev Vygotsky and was at the center of his theory of child development. He went further, asking what these times of crisis, or critical periods as he called them, demonstrate about the patterns and processes of children's mental and social functioning. The answers he developed are helpful today for educators trying to shape educational opportunities that meet the needs of all children. This chapter focuses on Vygotsky's analysis of the relationship between children's individual growth and development and the sociocultural situations into which they are born.

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Chapter
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Vygotsky's Educational Theory in Cultural Context , pp. 119 - 137
Publisher: Cambridge University Press
Print publication year: 2003

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References

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  • Periods in Child Development
    • By Holbrook Mahn, College of Education, University of New Mexico, Albuquerque, New Mexico
  • Edited by Alex Kozulin, International Center for the Enhancement of Learning Potential, Jerusalem, Boris Gindis, Touro College, New York, Vladimir S. Ageyev, State University of New York, Buffalo, Suzanne M. Miller, State University of New York, Buffalo
  • Book: Vygotsky's Educational Theory in Cultural Context
  • Online publication: 05 June 2012
  • Chapter DOI: https://doi.org/10.1017/CBO9780511840975.008
Available formats
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  • Periods in Child Development
    • By Holbrook Mahn, College of Education, University of New Mexico, Albuquerque, New Mexico
  • Edited by Alex Kozulin, International Center for the Enhancement of Learning Potential, Jerusalem, Boris Gindis, Touro College, New York, Vladimir S. Ageyev, State University of New York, Buffalo, Suzanne M. Miller, State University of New York, Buffalo
  • Book: Vygotsky's Educational Theory in Cultural Context
  • Online publication: 05 June 2012
  • Chapter DOI: https://doi.org/10.1017/CBO9780511840975.008
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Periods in Child Development
    • By Holbrook Mahn, College of Education, University of New Mexico, Albuquerque, New Mexico
  • Edited by Alex Kozulin, International Center for the Enhancement of Learning Potential, Jerusalem, Boris Gindis, Touro College, New York, Vladimir S. Ageyev, State University of New York, Buffalo, Suzanne M. Miller, State University of New York, Buffalo
  • Book: Vygotsky's Educational Theory in Cultural Context
  • Online publication: 05 June 2012
  • Chapter DOI: https://doi.org/10.1017/CBO9780511840975.008
Available formats
×