ABSTRACT
This reader explores the nature of interactions between children and their teachers in the classroom. It emphasises the importance of such relationships for children's learning and for educational practice.
Part 1 looks at different cultural conceptions of the teacher-learner relationship, and how this relates to schooling, cognitive development and the aquisition of knowledge.
Part 2 takes a closer look at the role of language and dialogue in interactions between adults and children in classrooms.
Part 3 describes research by developmental psychologists on peer interaction and collaborative learning, and discusses how it has advanced our understanding of how children learn from each other.
Part 4 considers the implications of classroom-based collaborative learning initiatives and the potential for creating 'communities of enquiry' which change how we think about knowledge acquisition.
TABLE OF CONTENTS
part I|79 pages
Cultural Psychology
chapter 2|23 pages
Cognitive development and formal schooling
chapter 3|13 pages
Thinking with and through artifacts
part II|77 pages
Teaching and learning
chapter 6|20 pages
How do teachers help children to learn?
chapter 7|25 pages
Vygotsky in classroom practice
part III|65 pages
Experimental studies of collaborative learning and peer interaction
chapter 10|18 pages
Exploring Vygotskian perspectives in education
part IV|75 pages
Collaborative learning and peer interaction in the classroom