ABSTRACT
The popular image, derived from Piaget, of the child as a solitary thinker struggling to construct a personal understanding of the mathematical and logical properties of the physical world has given way in recent years to a view of children's learning and thinking as embedded in social relationships. This shift is here reflected in a set of readings which show the child being initiated into shared cultural understandings through close relationships with parents and teachers, as well as siblings and peers.
TABLE OF CONTENTS
part one|61 pages
Perspectives on development and instruction
part two|88 pages
Teaching and learning interactions
part three|68 pages
Tools for thought
part four|121 pages
Context and cognition