The Neo-Vygotskian Approach to Child Development

By Y. Karpov. 2005

226 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/c977720de06837d1b02fa46076685891c5525e76

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In Developmental and Educational Psychology

In Human Factors and Ergonomics

Citations in the corpus

Emergent mathematical thinking in the context of play (2010, background): “Put differently, cultural–historical theory maintains that young children (until the age of 7/8) will learn optimally when their learning is embedded in playful activities (Elkonin, 1972; Karpov, 2005).”
Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective (2009, background): “Activities that may all be considered examples of SST (Siraj-Blatchford, 2007) are considered by many neo-Vygotskian writers (Karpov, 2005), to mark the transition from learning activities that are characterised by “emotional communication with caregivers” (Lisina, 1986), then to “object-centred…”
Development of Metacognition and Self-Regulated Learning in Young Children: Role of Collaborative and Peer-Assisted Learning (2007, background): “To begin with, as Karpov (2005) has recently reminded us, Vygotsky himself identified children’s sociodramatic play as having a significant role in the development of self-regulation (Vygotsky, 1978), a contention that has been supported by a range of research mostly focussing on attentional and emo”
Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children (2013, background): “Karpov (2005) gives an extensive treatment of play as a leading activity and particularly documents with empirical evidence the significance of the adult’s role for children’s development during this leading activity.”
Preschool children's social pretend play: supporting the development of metacommunication, metacognition and self-regulation (2012, background): “Both Karpov (2005) and Elkonin (2005), contend that complex social pretend play does not evolve and argue that it may be difficult, in the absence of adult mediation, for children to develop the understanding of social roles and relations necessary for complex social pretend play.”
The development of two observational tools for assessing metacognition and self-regulated learning in young children (2009, background): “A range of studies, however, have also explored the significance of children’s collaborative or peerassisted learning of various kinds in the process of internalization of learning, and particularly in relation to the development of metacognitive and self-regulatory abilities (Karpov 2005; Elias & B”
‘Conceptual Play’: Foregrounding Imagination and Cognition during Concept Formation in Early Years Education (2011, background): “Linked to this is a view of child development which concentrates upon the kinds of leading activities that children engage in order to participate within their social and cultural communities (Elkonin, 1993; Hedegaard, 2002, 2008, 2009; Karpov, 2005; Kravtsova, 2005, 2006; Fleer, 2010).”
Cooperative learning and dyadic interactions: two modes of knowledge construction in socio-constructivist settings for team-sport teaching (2015, background): “Bruner (1990) and neo-Vygotskian researchers (Tudge 1992; Karpov 2005) developed and extended the initial theoretical framework.”