Scaffolding: integrating social and cognitive perspectives on children’s learning at home

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. ISSN 0007-0998.

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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.

Item Type: Article
Additional Information: Open Access
Subjects: B Philosophy. Psychology. Religion > BF Psychology > BF0712 Developmental psychology
Divisions: Faculty of Social and Applied Sciences > School of Psychology, Politics and Sociology
Depositing User: Dr Amanda Carr
Date Deposited: 30 May 2018 10:23
Last Modified: 30 May 2018 13:17
URI: https://create.canterbury.ac.uk/id/eprint/17341

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Last edited: 29/06/2016 12:23:00