This paper reports on a case study which explores the co-creation of a zone of proximal development (ZPD) in a mathematics teaching-learning activity in a Norwegian kindergarten. To capture the complexity of teaching and learning mathematics in kindergarten the study uses qualitative methods within an interpretative paradigm. The findings illustrate how a five-year-old girl and a kindergarten teacher co-create a ZPD by expanding each other’s action possibilities, and how the co-creation is fundamentally based on mutual trust and responsibility. The results give insights into how mathematical learning possibilities may be promoted in kindergarten. The study illustrates the importance of being receptive to children’s contributions and, above all, to trust children’s abilities to take responsibility for moving mathematical teaching-learning activities forward.
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Articles by tag "the zone of proximal development":
2015, 5
p. 44–63
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21
(Continued. Start at #3,4,2015)
This article discusses the features of the developing work with preschool children within neuropsychological approach. A set of exercises for preschoolers is based on fundamental research of psychologists and includes sections on the development of motor and cognitive areas. Detailed description of the classes makes it easy to use them in practice. Play approach to comprehensive neuropsychological correction enhances children’s motivation and performance in general. These games and exercises aimed at building core of higher mental functions can be useful both for specialists and parents of preschoolers.
This article discusses the features of the developing work with preschool children within neuropsychological approach. A set of exercises for preschoolers is based on fundamental research of psychologists and includes sections on the development of motor and cognitive areas. Detailed description of the classes makes it easy to use them in practice. Play approach to comprehensive neuropsychological correction enhances children’s motivation and performance in general. These games and exercises aimed at building core of higher mental functions can be useful both for specialists and parents of preschoolers.
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2015, 4
p. 54–71
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21
(Continued. Start at #3,2015)
This article discusses the features of the developing work with preschool children within neuropsychological approach. A set of exercises for preschoolers is based on fundamental research of psychologists and includes sections on the development of motor and cognitive areas. Detailed description of the classes makes it easy to use them in practice. Play approach to comprehensive neuropsychological correction enhances children’s motivation and performance in general. These games and exercises aimed at building core of higher mental functions can be useful both for specialists and parents of preschoolers.
This article discusses the features of the developing work with preschool children within neuropsychological approach. A set of exercises for preschoolers is based on fundamental research of psychologists and includes sections on the development of motor and cognitive areas. Detailed description of the classes makes it easy to use them in practice. Play approach to comprehensive neuropsychological correction enhances children’s motivation and performance in general. These games and exercises aimed at building core of higher mental functions can be useful both for specialists and parents of preschoolers.
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2015, 3
p. 56–65
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22
This article discusses the features of the developing work with preschool children within neuropsychological approach. A set of exercises for preschoolers is based on fundamental research of psychologists and includes sections on the development of motor and cognitive areas. Detailed description of the classes makes it easy to use them in practice. Play approach to comprehensive neuropsychological correction enhances children’s motivation and performance in general. These games and exercises aimed at building core of higher mental functions can be useful both for specialists and parents of preschoolers.
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2015, 1
p. 34–37
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47
The article describes the partial program “Happy day of a preschooler”, created by a group of authors on the basis of the program of the composer S. Korenblit. The program is based on the principle of self-development of the child through social organization (Vygotsky), developmental environment and new forms of interaction of children with adults, peers via modern ICT means. The principle of self-development is implemented in the program as “spontaneous” development (Zaporozhets), which involves a dialogue between child and adult, children with their peers in activities and communication; the emergence and resolution of the dialectical contradictions between the desires and capabilities of the child, demands to him by others and logical operations; mutual transitions between work in the zone of proximal development (Vygotsky) and independent children’s activity. The program is designed to provide all-round development of children through creative emotional activity.
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