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Apprenticeship in thinking: cognitive development in social context

Author: Rogoff, Barbara Publisher: Oxford University Press (OUP) 1990.Language: EnglishDescription: 242 p. ; 24 cm.ISBN: 0195070038Type of document: BookBibliography/Index: Includes bibliographical references and index
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Item type Current location Collection Call number Status Date due Barcode Item holds
Book Europe Campus
Main Collection
Print BF311 .R35 1990
(Browse shelf)
001220031
Available 001220031
Total holds: 0

Includes bibliographical references and index

Digitized

Apprenticeship in Thinking Cognitive Development in Social Context Contents 1. Cognitive development in sociocultural context Assumptions about thinking and development A conceptual framework for the sociocultural context of the developing mind The book's structure and main points PART I. The individual and the sociocultural context 2. Conceiving the relationship of the social world and the individual Mutuality of individuals and context Developmental theories involving mutuality: Piaget and Vygotsky Differences in the social world in the theories of Piaget and Vygotsky Focusing on both individual and sociocultural contributions Development as apprenticeship 3. The cultural context of cognitive activity The institutions of culture Tools and technologies for individual problem solving Valued goals and means in societal traditions PART II. Processes of guided participation 4. Providing bridges from known to new Emotional and nonverbal communication Words as a cultural system for bridging Intersubjectivity 5. Structuring situations and transferring responsibility Choosing and structuring children's activities Structuring responsibility in joint problem solving Transfer of responsibility for managing activities 3 25 42 65 86 xiv Contents 110 6. Cultural similarities and variations in guided participation Universality of guided participation Cultural variation in what is learned: The goals of development Cultural variation in communication with children PART III. Cognitive development through interaction with adults and peers 7. Explanations of cognitive development through social interaction: Vygotsky and Piaget Mechanisms of social influence What phase of childhood is sensitive to social influence? Peers versus adults: Equal status versus expertise Intersubjectivity: Theoretical convergence and differences 8. Evidence of learning from guided participation with adults Language and conceptual development Object exploration and construction Children's remembering and planning 9. Peer interaction and cognitive development Conflict, relative expertise, and status Shared problem solving and intersubjectivity The unique roles of peers 10. Shared thinking and guided participation: Conclusions and speculations Review of the argument Individual appropriation from shared thinking Creativity and guided participation Sensitivity and challenge in guided participation Asymmetries in responsibility for intersubjectivity and learning Interdependence of children and caregivers in human development References Index 137 151 171 189 211 233

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