Understanding Vygotsky for the Classroom: Is It Too Late?

  title={Understanding Vygotsky for the Classroom: Is It Too Late?},
  author={Margaret E. Gredler},
  journal={Educational Psychology Review},
  • M. E. Gredler
  • Published 1 March 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… 
How Instruction Influences Conceptual Development: Vygotsky's Theory Revisited
Although current interpretations of Vygotsky's theory largely assume that instruction pushes development, the issue of how this occurs has yet to be clarified. For example, the notion of “zone of
TheORy aNd MeThOdOLOgy L.S. Vygotsky in the 21st century
although Lev Vygotsky’s interpretation of human cognition was proposed almost one century ago, new scientific and technological advances have significantly supported many of his ideas and hypotheses.
Establishing the norms of the Vygotskian teaching in the science classroom
This study aimed to exemplify an approach to in-class science inquiry teaching for effective science knowledge acquisition of students. The teaching tool (argument-based inquiry) is presented within
L.S. Vygotsky in the 21st century
Although Lev Vygotsky’s interpretation of human cognition was proposed almost one century ago, new scientific and technological advances have significantly supported many of his ideas and hypotheses.
Early Childhood Education and Instructional Ecology: A Vygotskian Approach in Teaching Early Childhood Social Studies
This study guided by Vygotsky’s Zone of Proximal Development (ZPD) theory explored the perception of pre-service teachers about the application of the ZPD in the classroom. Five participants, all
The profile of critical thinking and learning outcomes of teacher candidates viewed from gender differences
This research is intended to determine the profile of students’ critical thinking viewed from gender differences and whether there is a correlation between critical thinking and learning outcomes of
Lessons from Te Whāriki: Insights into the Relevance of Vygotsky’s Sociocultural Theory in the Debate about ‘Schoolification’ of Early Childhood
This research project arose when the Early Years Foundation Stage (EYFS) (England. Department of Children, Schools and Families, 2008), the curriculum for children under the age of five in England,
The beliefs, perceptions, and strategies of vocabulary instruction in middle grades social studies: A phenomenological study
Content specific vocabulary instruction at the secondary level is an area that had a minimal research focus. The purpose of this phenomenological study was to describe the beliefs, perceptions, and
Elementary Preservice Teachers' Thinking about Student Learning in a Lesson Study Context
Building on the epistemological foundations of constructivism (Creswell, 2014) and qualitative research methodologies, a FADE framework (Reinking & Bradley, 2008) and a case study approach (Merriam,
Teachers' Perceptions of Differentiated Instruction in Elementary Reading
Teachers’ Perceptions of Differentiated Instruction in Elementary Reading by Olwen Suzette Stewart MS, Walden University, 2005 B.Ed. (Honours), King Alfred’s College, 1988 Doctoral Study Submitted in


Vygotsky and education: Teaching mind in society: Teaching, schooling, and literate discourse
Time and again in this century the impulse to improve public schools has fallen short of reformist hopes. One reason for limited progress has been the absence of a basis for understanding and
Hiding in Plain Sight: The Stages of Mastery/Self-Regulation in Vygotsky's Cultural-Historical Theory
During the late 1970s and 1980s, as interest in Lev Vygotsky's work was growing rapidly, most of his writings were unavailable in English. Translations of Vygotsky's work that reflect the breadth and
The Development of Vygotsky’s Thought: An Introduction
The first part of this volume contains Vygotsky’s classic monograph Thinking and Speech, a work which was first published in Russian in 1934. The second contains a series of lectures that Vygotsky
In defense of Piaget's theory: A reply to 10 common criticisms.
The developmental theory of Jean Piaget has been criticized on the grounds that it is conceptually limited, empirically false, or philosophically and epistemologically untenable. This study attempts
Versions of Vygotsky
The current prominent influence of the theories of L. S. Vygotsky on studies of education, particularly of pedagogic practice, requires a re-examination. The dominance of deficient editions of his
Exploring Vygotskian Perspectives in Education: the cognitive value of peer interaction
An important point to note about Vygotsky’s ideas on the social origins of cognition is that it is at this point that he uses the notion of internalization. He is not simply claiming that social
Tool and Sign in the Development of the Child
This section reproduces the first four chapters of Vygotsky's famous work on Tool and Sign (in other places, translated as Tool and Symbol). There are an infinite number of ways to understand and
The Vygotsky Reader
Preface. Introduction. 1. Introduction to the Russian translation of Freuda s Beyond the pleasure principle: Lev Vygotsky and Alexander Lurina. 2. Principles of social education for deaf and dumb
Understanding Vygotsky: A Quest for Synthesis
Part 1: Lev Vygotsky literature and art. Part 2 The first years in Moscow 1924-1928: pedagogical psychology defectology the role of psychoanalysis the context of Vygotsky's entrance into psychology -
The Problem of the Development of Higher Mental Functions
The history of the development of the higher mental functions is a field in psychology that has never been explored. Despite the enormous importance of studying the processes in the development of