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Date Published: 15/10/2024
Online Published: 15/10/2024
Online Published: 25/12/2023
Abstract Views: 51
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

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