In this volume leading developmentalists address the question of how children's thinking develops in context by drawing on the theories of Vygotsky, Gibson, and Piaget.

Analyses of the ecology and the dynamics of behavior have become popular, emphasizing the particulars of people acting in specific environments and the many complex factors of human body and mind that contribute to action and thought. This volume brings together many of the current efforts to deal with development in this richly ecological, dynamic way.

The research reported demonstrates that recent years have produced major shifts in approach. Activities are studied as they naturally occur in everyday contexts. Children's active construction of the world around them is treated as fundamentally social in nature, occurring in families, with peers, and in cultures. Behavior is studied not as something disembodied but within a rich matrix of body, emotion, belief, value, and physical world. Behavior is analyzed as changing dynamically, not only over seconds and minutes, but over hours, days, and years.


Development in Context: An Introduction

ByRobert H. Wozniak, Kurt W. Fischer

part I|117 pages

Ecosystems, Affordances, Transactions, and Skills: Theories of Person/Situation Interaction

chapter 1|42 pages

The Ecology of Cognitive Development: Research Models and Fugitive Findings

ByUrie Bronfenbrenner

chapter 4|25 pages

The Dynamics of Competence: How Context Contributes Directly to Skill

ByKurt W. Fischer, Daniel H. Bullock, Elaine J. Rotenberg, Pamela Raya

part II|89 pages

Context and the Acquisition of Sociocultural Knowledge

part III|43 pages

Social Systems as Specific Contexts for Development

chapter 8|14 pages

Socialization of Cognition: The Distancing Model

ByIrving E. Sigel, Elizabeth T. Stinson, Myung-In Kim

part IV|27 pages


chapter 10|13 pages

Where Is the Social Environment? A Commentary on Reed

ByJohn A. Meacham

chapter 11|11 pages

Rumble or Revolution: A Commentary

ByWilliam Kessen