Understanding Vygotsky for the Classroom: Is It Too Late?

M. E. Gredler

DOI:10.1007/S10648-011-9183-6

Corpus ID: 144839041

Understanding Vygotsky for the Classroom: Is It Too Late?

@article{Gredler2012UnderstandingVF,
  title={Understanding Vygotsky for the Classroom: Is It Too Late?},
  author={M. E. Gredler},
  journal={Educational Psychology Review},
  year={2012},
  volume={24},
  pages={113-131}
}

M. E. Gredler

Published 2012

Psychology

Educational Psychology Review

Determining the capability of Vygotsky’s cultural–historical theory to fulfill key functions of educational theory (such as revealing the complexity of apparently simple events) has been hindered primarily by the following factors: (a) inaccurate information about a minor discussion, the zone of proximal development (ZPD), attracted attention early on and became identified as a major aspect of his theory; (b) the unavailability of accurate translations of his complete theory for several years… CONTINUE READING

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