Apprenticeship in Thinking: Cognitive Development in Social Context
Oxford University Press, 1990 - Philosophy - 242 pages
This interdisciplinary work presents an integration of theory and research on how children develop their thinking as they participate in cultural activity with the guidance and challenge of their caregivers and other companions. The author, a leading developmental psychologist, views development as an apprenticeship in which children engage in the use of intellectual tools in societally structured activities with parents, other adults, and children. The author has gathered evidence from various disciplines--cognitive, developmental, and cultural psychology; anthropology; infancy studies; and communication research--furnishing a coherent and broadly based account of cognitive development in its sociocultural context. This work examines the mutual roles of the individual and the sociocultural world, and the culturally based processes by which children appropriate and extend skill and understanding from their involvement in shared thinking with other people. The book is written
in a lively and engaging style and is supplemented by photographs and original illustrations by the author.
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Cognitive development in sociocultural context
Conceiving the relationship of the social world and the individual
The cultural context of cognitive activity
7 other sections not shown
Common terms and phrases
achieve action activities adjust adults advance American appears approach appropriate argue arrangements asked aspects assistance attempt attention baby become caregivers Chapter chil child cognitive development collaboration communication consider context contributions conversation cultural differences direction discussion effective efforts engagement environment examine example experience Figure focus focused function goals groups guided participation handle human ideas important individual infants institutions instruction interest intersubjectivity involved joint language learning less logical looked managing meaning memory ment middle-class months mothers nature objects observe occur organized parents particular partners peers performance person perspective Piaget planning play practices presented Press problem solving question regard relation remembering require responsibility Rogoff role shared situations skills social interaction society specific strategies structure suggest task teachers theory thinking tion understanding United University values variation vary Vygotsky young children