List of Figures page ix
Acknowledgments xi
Introduction: “Th ere Is Nothing More Practical Th an a
Good Th eory” 1
PART I. MEDIATION FROM BIRTH THROUGH ADOLESCENCE
1 Th e Vygotskian Notion of Mediation as the Major
Determinant of Children’s Learning and Development 15
2 First Year of Life: Infant-Caregiver Attachment as the
Foundation of Further Development 30
3 Second and Th ird Years: From Object-Centered
Explorations to Exploration of the World of Social Roles
and Relationships 44
4 Th ree- to Six-Year-Olds: Why Sociodramatic Play Is
Important and How to Promote It 59
5 Mediation of Preschoolers’ Activities to Promote School
Readiness 75
6 Learning at School: Children Not Only Learn; Th ey
Develop As Well 94
7 Understand Adolescents and Make a Diff erence! 109
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PART II. SCHOOL: WHAT TO TEACH AND HOW TO TEACH
8 American Cognitive Psychologists and Russian
Vygotskians talk about the Content and Process of
Learning at School 129
9 What Do Students Learn in “Traditional” Schools? 150
10 Does Constructivist Instruction Present a Good
Alternative to “Traditional” Teaching? 168
11 Th e Vygotskian Th eoretical Learning Approach as an
Alternative to “Traditional” Explicit Instruction and to
Constructivist Instruction 185
Conclusion: Don’t Blame It on Genes! 204
Notes 215
Index 243