Vygotsky at Work and Play

By L. Holzman. 2008

220 citations recorded by the source corpus.

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‘Conceptual Play’: Foregrounding Imagination and Cognition during Concept Formation in Early Years Education (2011, background): “…with age, but rather draws upon a view of play development related to the kinds of experiences and social interactions that children have which build complexity of play activity (e.g. Bodrova, 2008; Van Oers, 1999, 2008, 2009, 2010; Elkonin, 1999; Ugaste, 2005; Hakkarainen, 2006; Holzman, 2009).”
Hitting Rock Bottom After Job Loss: Bouncing Back to Create a New Positive Work Identity (2016, background): “However, in contrast to cognitive deconstruction, during identity play, one does not exclude meaning making from the process but, rather, actively explores a range of possible future selves (Holzman, 2009), which facilitates identity generation and recovery.”
Friendships and Group Work in Linguistically Diverse Mathematics Classrooms: Opportunities to Learn for English Language Learners (2016, background): “By critiquing the dominance of cognition in psychological research on learning, Holzman (2009) maintained that cognition and emotion are unified processes of learning and development; therefore, the zone of proximal development proposed by Vygotsky (1978) can be interpreted as the zone of emotional…”