Piaget and Vygotsky in XXI century : discourse in early childhood education / Nikolay Veraksa, Ingrid Pramling Samuelsson, editors.
Veraksa, N. E. (Nikolaĭ Evgenʹevich), 1946- editor.; Pramling Samuelsson, Ingrid, editor.
2022
BF713
Available Online

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Title Piaget and Vygotsky in XXI century : discourse in early childhood education / Nikolay Veraksa, Ingrid Pramling Samuelsson, editors.
ISBN 9783031057472 (electronic bk.)
3031057473 (electronic bk.)
9783031057465
3031057465
DOI https://doi.org/10.1007/978-3-031-05747-2
Published Cham : Springer, 2022.
Language English
Description 1 online resource : illustrations (black and white, and color).
Other Standard Identifiers 10.1007/978-3-031-05747-2 doi
Call Number BF713
Dewey Decimal Classification 155
Summary The book provides a comprehensive analyses of Vygotskys and Piagets theories implementation in modern preschool education.It analyzes the problem of the relationship between the natural and the cultural in the context of Vygotsky and Jean Piaget theories. Their discourses complemented each other: whereas Vygotsky developed his theory in the direction from society (culture) to the individual child, Piagets movement was the opposite: from individual child to society. These two approaches confront modern world with the need to analyze the problem of childhood: is childhood a period of cultural exploration or is it a special form of relationship in which both the egocentrism and consciousness of the child, and the egocentrism and consciousness of culture are represented? Readers will gain insight into the methodology that makes possible to unite up-to-date views based on Vygotsky and Piaget theories on child development and education.
Access Note Access limited to authorized users.
Source of Description Description based on print version record.
Added Author Veraksa, N. E. (Nikolaĭ Evgenʹevich), 1946- editor.
Pramling Samuelsson, Ingrid, editor.
Series Early childhood research and education ; v. 4.
Available in Other Form Piaget and Vygotsky in XXI century.
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1. Introduction
2. Vygotsky's Theory Culture as a Prerequisite for Education
3. Learning and development in a designed world
4. Dialectical thinking
5. Social representations of play Piaget, Vygotsky and beyond
6. Childrens perspectives informing theories and Nordic preschool practice
7. Preschool childrens pretend play viewed from a Vygotskyan and a Piagetian perspective
8. Piaget and Vygotsky powerful inspirators for todays students in early education
9. Constructivism and social constructivism in the study of relationship
10. Piaget and Vygotskys play theories The profile of Twenty-First-Century evidence.

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