Article Sidebar

Date Published: 15/10/2024
Online Published: 15/10/2024
Online Published: 25/12/2023
Abstract Views: 48
Views : 3
Issue
Vol. 4 No. 10 (2023)
Section
LITERATURE, CULTURE AND RELIGION
How to Cite
Ngô, T. D. H. (2023). VYGOTSKY’S CULTURAL THEORIES IN EDUCATIONAL PRACTICE: IMPLICATIONS FOR INSTRUCTION IN SCHOOL SETTINGS. Thang Long Journal of Science: Van hien and Heritage, 4(10), 63-70. https://science.thanglong.edu.vn/index.php/volb/article/view/203

VYGOTSKY'S CULTURAL THEORIES IN EDUCATIONAL PRACTICE: IMPLICATIONS FOR INSTRUCTION IN SCHOOL SETTINGS

Ngô Thị Diễm Hằng1,
1 Thang Long Institute of Cognition and Education Studies

Main Article Content

Abstract

This article analyzes the pedagogical implications of Vygotsky's theories of cultural tools, the zone of proximal development, and scaffolding in the context of teaching in schooling settings. The implications for teaching children with experiences of refugee-related trauma are also explored. Findings suggest that Vygotsky's theories provide valuable insight into the learning processes and challenges faced by these students.

Article Details

Keywords

Vygotsky, cultural theories, educational practice, refugee trauma, school setting

References

Silverman, SK 2011, 'Zone of Proximal Development', in S Goldstein & JA Naglieri (eds), Encyclopedia of Child Behavior and Development, Springer US, Boston, MA, pp. 1590-90.
Vygotsky, LS 1987, The Collected Works of L. S. Vygotsky Problems of General Psychology, Including the Volume Thinking and Speech / by L.S. Vygotsky edited by Robert W. Rieber, Aaron S. Carton, 1st ed. 1987. edn, New York, NY : Springer US : Imprint: Springer, New York, NY.
Woolfolk, A & Margetts, K 2016, Educational psychology, 4th [Australian] edition. edn, Pearson Australia, Melbourne, VIC.
Curry, MR 2018, 'School culture and innovation : essential elements for fostering student belonging / by Megan Renee Curry', Thesis (PhD(Education))--University of South Australia, 2018. .
Duchesne, S & McMaugh, A 2016, Educational psychology for learning and teaching / Sue Duchesne Anne McMaugh, 5th edition. edn, South Melbourne, Victoria : Cengage Learning Australia, South Melbourne, Victoria Albany, North Shore, NZ.
Harry, D 2012, An Introduction to Vygotsky, Taylor and Francis.
Ohnuki-Tierney, E 1981, 'Phases in human perception/conception/symbolization processes: cognitive anthropology and symbolic classification', American Ethnologist, vol. 8, no. 3, pp. 451-67.
Silverman, SK 2011, 'Zone of Proximal Development', in S Goldstein & JA Naglieri (eds), Encyclopedia of Child Behavior and Development, Springer US, Boston, MA, pp. 1590-90.
Thomson, P 2003, Schooling the Rustbelt Kids: Making the Difference in Changing Times, Sydney: Taylor & Francis Group, Sydney.
Tran, TQ & Duong, TMA 2018, 'The effectiveness of the intercultural language communicative teaching model for EFL learners', Asian-Pacific Journal of Second and Foreign Language Education, vol. 3, no. 6, viewed 10/11/2019, https://doi.org/10.1186/s40862-018-0048-0.
Vygotsky, L 1962, Thought and language, Cambridge, Mass. : MIT Press, Cambridge, Mass.
Walton, J, Priest, N, Kowal, E, White, F, Brickwood, K, Fox, B & Paradies, Y 2014, 'Talking culture? Egalitarianism, color-blindness and racism in Australian elementary schools', Teaching and teacher education, vol. 39, pp. 112-22.
Woolfolk, A & Margetts, K 2016, Educational psychology, 4th [Australian] edition. edn, Pearson Australia, Melbourne, VIC.