Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective
Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective
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幼儿教育中游戏教学法和持续共享思维的概念化进展：维果茨基的观点
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
I. Siraj‐Blatchford
中科院分区：
文献类型：
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作者：
I. Siraj‐Blatchford
本文特别关注的是通过儿童游戏来支持学习的教学法，它是在关于游戏本质的主流话语之外构建的。该论文的发展也代表了对幼儿教育中持续的共同思维进行更好理解的持续努力的一个阶段。本文的重点是共享的有趣的学习活动的教育潜力。然而，鉴于关于游戏在儿童早期发展中的重要性的压倒性共识，即使是顽固的教育实用主义者也必须从心理学家最常考虑的主题开始。本文首先介绍了“持续的共享思维”，这是一个首先在混合方法中确定的教学概念，但本质上是教育有效性研究。然后对“学习”和“发展”的性质和过程进行了考虑。有人认为，对皮亚杰和维果茨基观点的根本差异的流行描述分散了教育的注意力，使他们无法关注他们留给幼儿教育的最重要遗产；“新兴发展”的概念。因此，早期的教学进展被认为是对幼儿在游戏中学习时最常见的、基于证据的发展轨迹的教育反应和参与。
This paper is concerned specifically with the pedagogies applied in supporting learning through children’s play, and it is framed outside mainstream discourses on the nature of play. The development of the paper also represents one stage in a continuing effort to develop a better understanding of sustained shared thinking in early childhood education. The paper focuses on the educational potential of shared playful learning activities. However, given the overwhelming consensus regarding the importance of play in early childhood development, even a diehard educational pragmatist must begin by addressing subjects that are most commonly considered by psychologists. The paper begins with an account of ‘sustained shared thinking’, a pedagogical concept that was first identified in a mixed method, but essentially educational effectiveness study. Then a consideration of the nature and processes of ‘learning’ and ‘development’ is offered. It is argued that popular accounts of a fundamental difference in the perspectives of Piaget and Vygotsky have distracted educational attention from the most important legacy that they have left to early childhood education; the notion of ‘emergent development’. Pedagogic progression in the early years is then identified as an educational response to, and an engagement with, the most commonly observed, evidence based developmental trajectories of young children as they learn through play.