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

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Tóm tắt

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.

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Tài liệu tham khảo

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