Vygotsky's Educational Theory in Cultural Context

Kozulin, Alex; Gindis, Boris; Ageyev, Vladimir S.; Miller, Suzanne M.

doi:10.1017/cbo9780511840975

Cited by 410 publications

(11 citation statements)

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“…Previous studies have shown that the parental style of immigrant parents from FSU is characterized by authority with less consideration of the child's wishes and emotional needs [9,30] . FSU immigrant's mothers consider themselves responsible for their children's developmental-educational processes and tend to create structured learning stimuli in an organized environment [9,31] . The developmental-educational approach in Soviet-Russian culture emphasizes the parent's role in modifying and adjusting the child's behavior from infancy [31] .…”

Section: Discussionmentioning

confidence: 99%

“…FSU immigrant's mothers consider themselves responsible for their children's developmental-educational processes and tend to create structured learning stimuli in an organized environment [9,31] . The developmental-educational approach in Soviet-Russian culture emphasizes the parent's role in modifying and adjusting the child's behavior from infancy [31] . Although the immigrant mothers participating in the current study have lived in Israel for about 14 years, it is likely that some of the Soviet-Russian norms regarding infant care have endured.…”

Section: Discussionmentioning

confidence: 99%

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Infant sleeping and feeding patterning: A cultural perspective on maternal practices

Sarid

Shraga²

2012

JNEP

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Aim: To compare practices of Israeli native-born and soviet immigrant mothers in relation to the sleeping and feeding routines of their three, six and twelve month old infants.

Methods: Seventy mothers of infants up to the age of twenty-four months, half native born and half immigrant from the Former Soviet Union (FSU), reported sleep and feeding patterning for their infants at three, six and twelve months. Mothers were matched by socio-demographic characteristics of age, marital status and education. Infant’s age and gender were matched as well. Issues addressed included feeding method, adherence to feeding and bedtime schedules, age of infant when mother return to work outside the home.

Results: FSU mothers share a similar feeding and sleeping pattern for their six and twelve month old infants, while native born mothers keep diverse and flexible feeding routines.

Conclusions: We suggest that maternal practices reflect cultural norms. In the case of Soviet culture, a developmental-
educational approach emphasizes the parental role in modifying and adjusting child’s behavior, while Israeli culture encourages parental responsiveness to the individual child’s specific needs

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Infant sleeping and feeding patterning: A cultural perspective on maternal practices

Sarid

Shraga²

2012

JNEP

View full text Add to dashboard Cite

Aim: To compare practices of Israeli native-born and soviet immigrant mothers in relation to the sleeping and feeding routines of their three, six and twelve month old infants.

Results: FSU mothers share a similar feeding and sleeping pattern for their six and twelve month old infants, while native born mothers keep diverse and flexible feeding routines.

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“…The study is based on the Reading Motivation Theory [2], Perspective on Cognitive Development [16], and the Self-determination Theory [5]. These theories stated that intrinsic motivation of the learner coupled with self-determination would definitely result to higher cognitive development.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Reading Motivation vis-s-vis Academic Performance

Alvarado¹,

Adriatico²

2019

JSS

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Abundant literature can be sourced out from different authorities about reading motivation, yet little work can be traced between this component and the academic achievement. Hypothesizing that motivation has a significant relationship to success, this study attempted to investigate such a particular connection. The researchers used a modified version of the Motivation for Reading Questionnaire (MRQ) administered to 82 Grade III pupils, of which the first half were required to answer the questions for pilot testing. For the correlation test, the raw scores of quarterly academic grades of pupils were utilized. Statistical results identified that reading motivation was not significantly related to the academic achievement of the pupils. One that is carried out is the development of learners as readers. In this manner, the researchers suggested that teachers should continue nurturing of enhancing the reading skills of pupils by implementing different strategies to improve the academic performance of the learners.

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“…Firstly, by mean of interrelation with others and then integrated into the human mental formation. All function in the child's cultural advancement happens twice: first, on the social level and then later on the personal level (Kozulin, 2003;Simons et al, 2000). This conceptual description mean at the social level, child's mental cognition happen as a result interaction with people in the community (inter-psychology) and on the personal level mean incognito within the child (intra-psychology).…”

Section: Situated Learning Theorymentioning

confidence: 99%

Dilemmas Affecting the Integration of Service-Learning in Technical and Vocational Education in Nigeria

Deba¹,

Jabor²,

Saud³

et al. 2015

ASS

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Technical and vocational education is a very important aspect of the Nigerian educational system that aims to develop occupational competences and skills to enable an individual for self-reliant and responsive citizenship. Undeniably, experiential learning strategies specifically, the Service-Learning was acknowledged as one of the strong strategies that can promote the acquisition of necessary skills in TVE. Consequently, there are impediments ranging from misconception couple with lack of clear focus that bound to affects the integration of Service-Learning in the Nigerian education context particularly in TVE. Therefore, this conceptual paper shed lights on these impediments under four major subheadings (definitions and models of Service-Learning, conceptual framework for service learning integration in TVE, theoretical framework underpinning service learning in TVE and uniqueness of Service-Learning strategy). In conclusion, the paper recommends for the integration of service learning in TVE based on further related empirical study aligned to Service-Learning framework outlined in the paper.

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Vygotsky's Educational Theory in Cultural Context

Cited by 410 publications

References 0 publications

Infant sleeping and feeding patterning: A cultural perspective on maternal practices

Infant sleeping and feeding patterning: A cultural perspective on maternal practices

Reading Motivation vis-s-vis Academic Performance

Dilemmas Affecting the Integration of Service-Learning in Technical and Vocational Education in Nigeria

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