Scaffolding: integrating social and cognitive perspectives on children’s learning at home
Journal article
Yuill, N. and Carr, A. 2018. Scaffolding: integrating social and cognitive perspectives on children’s learning at home. British Journal of Educational Psychology. 88 (2), pp. 171-173. https://doi.org/10.1111/bjep.12227
Authors | Yuill, N. and Carr, A. |
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Abstract | Since the translation and cultural assimilation of Vygotsky’s (1978) ideas into the English-speaking academic community from the 1970s, through thinkers such as Wertsch (1984), Vygotsky’s ideas continue to have a powerful influence in psychology and education, as well as being enthusiastically appropriated in other fields such as technology-mediated education (Luckin, 2003). As academics working across these disciplines, we felt the time was right to reflect on the use of socio-cultural theory, and the concept of scaffolding in particular, in understanding parent-child tutoring interactions at home, with reference to children’s academic achievement at school. Thanks to funding from the British Psychological Society, we ran a series of three seminars, and this Special Issue arises from questions raised there. |
Year | 2018 |
Journal | British Journal of Educational Psychology |
Journal citation | 88 (2), pp. 171-173 |
Publisher | British Psychological Society |
ISSN | 0007-0998 |
Digital Object Identifier (DOI) | https://doi.org/10.1111/bjep.12227 |
Funder | British Psychological Society |
Publication dates | |
Online | 11 May 2018 |
Publication process dates | |
Deposited | 30 May 2018 |
Accepted | 17 Apr 2018 |
Accepted author manuscript | |
Output status | Published |
Additional information | Open Access |
https://repository.canterbury.ac.uk/item/88v12/scaffolding-integrating-social-and-cognitive-perspectives-on-children-s-learning-at-home
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