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7 - Developmental education

from Part III - Child

Published online by Cambridge University Press:  05 October 2014

By
Galina Zuckerman
Edited by
Anton Yasnitsky ,
René van der Veer  and
Michel Ferrari
Anton Yasnitsky
Affiliation:
University of Toronto
René van der Veer
Affiliation:
Universiteit Leiden
Michel Ferrari
Affiliation:
University of Toronto
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Summary

The notion of "developmental education" or the image of "education that leads development", as any other notion, has discriminative power only until it allows us to see something that otherwise would remain unnoticed. This chapter explores the levels of micro- and macro-analysis of the interrelation between learning, instruction, and development and interprets the development (of higher psychological functions) with the help of a conceptual toolkit of cultural-historical theory as simultaneous transition. It provides macro-analysis of developmental education on the scale of the system of education and discusses the types of interaction or pedagogical facilitation that every educational system uses in order to provoke and support children's independence in mastering and using various cultural tools. The type of interaction that is predominant in each specific system of education determines its developmental affordances and its limitations at the same time.

Keywords

psychological researchLev Vygotskycultural-historical theoryconsciousness
Type
Chapter
Information
The Cambridge Handbook of Cultural-Historical Psychology , pp. 177 - 202
Publisher: Cambridge University Press
Print publication year: 2014

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