Vygotsky in Action in the Early Years.pdf

Vygotsky in Action in the Early Years

The

‘

Key to Learning

’

curriculum

Do you want to prepare the children in your class for the educational challenges they will

face in the years to come?

Do you recognise the value of strong foundations for learning but wonder how to implement

these in your setting?

Vygotsky in Action in the Early Years is based on the concepts of Lev Vygotsky, one of

the twentieth century

’

s most in

uential theorists in the

eld of early years education.

curriculum, a unique and inspiring programme of

cognitive development activities for the Foundation Stage and Key Stage 1, the author

shows how you can encourage young children to become independent learners.

Vygotsky in Action in the Early Years transforms Vygotsky

‘

Key to Learning

’

s theory of child develop-

ment into clear, accessible activities for children between the ages of three and seven,

and explains the theory underpinning the practice, enabling practitioners to apply it in

their own setting.

This invaluable resource includes examples of ready-to-use activities from a total of

over 600 specially designed learning experiences, in 12 teacher-friendly curriculum mod-

ules. With links to the Early Years Foundation Stage learning goals, this comprehensive

programme helps you enable children to:

’

plan and organise their own activities, through a balance of teacher-directed and

child-initiated activities;

openly express their point of view, developing language, listening and attention skills;

solve problems creatively, using thinking skills;

interact freely and con

dently with others, improving social skills;

dent, self-motivated learners, with the mindset and mental tools

they need for later learning securely in place.

Early years practitioners and Key Stage 1 teachers wanting to extend and enrich children

’

cognitive development will

nd this an invaluable tool to complement and systemise

existing good practice.

Galina Dolya is the Curriculum Director of

‘

Key to Learning

’

and a renowned world

expert on the practical application of Vygotsky

’

s Theory of Learning and Development.

Drawing upon the

become self-con

Fir st publish ed in Great Britain by GDH Publishing in 2007

This versio n publi shed 2010

by Routled ge

2 Pa rk Square , Milton Park, Abingdon, Oxon OX1 4 4RN

Simul taneousl y publish ed in the US A and Canada

by Routled ge

270 Mad ison Aven ue, New Yor k, NY 10016

R outledge is an imprint of th e Taylo r & Franc is Group, an inform a bus iness

This edition published in the Taylor & Francis e-Library, 2009.

To purchase your own copy of this or any of Taylor & Francis or Routledge’s

collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.

ed as th e autho r of this work has been asserte d

by her in acco rdanc e with the Copyright, Desig ns and Patents Act 1988

Editor: Judy Ho lder

Art Directi on and Des ign: Dav id Higgins

Layo ut and Typese tting : Anna Tkache nko, Anthol ogy Pbl., St Pe tersburg , R ussia

Illustra tions for Story Gra mmar: Elena Kiss

Photography : Tony Hard acre, Andy Sewell, Christy Dol ya and GDH Publi shing

Clip -art cred it: Serif

Printe d and bound in In dia by Rep lika Press PVT Ltd

All rights res erved. No pa rt of this book may be repri nted or reprodu ced or utilised in

any form or by any electron ic, me chanica l, or oth er mea ns, now known or hereafter

inve nted, including photo copyin g and recor ding, or in any informa tion stora ge or

retr ieval system, withou t permission in wri ting from the publisher s.

British Lib rary Catalo guing in Publi cation Data

A catalogu e recor d for this boo k is availa ble from th e British Lib rary

Library of Co ngress Catalo ging in Publi cation Data

Dolya , Galina.

Vygotsk y in action in th e early y ears : the key to lear ning curr iculum /

Galina Dol ya.

p. cm.

Inclu des bibliog raphical refere nces.

1. Learni ng, Psyc hology of. 2. Early chi ldhood ed ucation . 3. Vygotsk ii, L.

S. (L ev Seme novich), 1896-19 34. I. Title .

LB1060. D59 2010

370.1 5

dc22

20090183 14

ISBN 0-203-86481-6 Master e-book ISBN

ISBN 10: 0-415-55 229-X (pbk)

ISBN 10: 0-203 -86481-6 (ebk)

ISBN13: 978-0-415-55229-5 (pbk)

ISBN13: 978-0-203-86481-4 (ebk)

The righ t of Galina Doly a to be identi

–

CONTENTS

FOREWORD ............................................................................................................................................................................ 6

LEV VYGOTSKY – A THINKER WHO CHANGED TEACHING ........................................................................................... 7

VIVA VYGOTSKY! ........................................................................................................................................................... 8

DEVELOPING LEARNING ABILITIES, UNLOCKING POSSIBILITIES ............................................................................ 13

UNDERSTANDING ABILITIES ..................................................................................................................................... 13

THE MECHANISM OF ABILITIES ................................................................................................................................ 14

THE CLASSIFICATION OF ABILITIES ......................................................................................................................... 15

A DEVELOPMENTAL CURRICULUM .......................................................................................................................... 16

TWELVE PROGRAMMES, ONE PRACTICE ............................................................................................................... 17

THE PEDAGOGICAL PROCESS ................................................................................................................................. 20

GROUP WORK .............................................................................................................................................................. 21

SUBSTITUTION AND VISUAL MODELLING ............................................................................................................... 21

EXTERNAL MEDIATORS: VISIBLE PROPS AND PROMPTS FOR LEARNING ..................................................... 25

COGNITIVE TASKS ....................................................................................................................................................... 26

VISUAL MODELLING AND PRODUCTIVE IMAGINATION ........................................................................................ 27

IN CONCLUSION .......................................................................................................................................................... 28

FROM SENSORY STANDARDS TO VERBAL REASONING – A THEORETICAL PERSPECTIVE ............................... 29

SENSORY STANDARDS AND PERCEPTUAL MODELLING ..................................................................................... 31

CREATIVE MODELLING ............................................................................................................................................... 37

MATHEMATICS .............................................................................................................................................................. 39

LOGIC ............................................................................................................................................................................ 44

CONSTRUCTION .......................................................................................................................................................... 46

FROM THEORY TO PRACTICE – THE KEY TO LEARNING DEVELOPMENTAL CURRICULUM ................................ 55

SENSORY MATHEMATICS ........................................................................................................................................... 57

LOGIC ............................................................................................................................................................................ 63

MATHEMATICS .............................................................................................................................................................. 71

STORY GRAMMAR ....................................................................................................................................................... 81

DEVELOPMENTAL GAMES ......................................................................................................................................... 91

ARTOGRAPHICS .......................................................................................................................................................... 97

VISUAL-SPATIAL ......................................................................................................................................................... 103

CREATIVE MODELLING ............................................................................................................................................. 111

CONSTRUCTION ........................................................................................................................................................ 119

EXPLORATION ............................................................................................................................................................ 127

EXPRESSIVE MOVEMENT ........................................................................................................................................ 135

YOU-ME-WORLD ........................................................................................................................................................ 141

PARENT POWER – STRATEGIES FOR BUILDING A POSITIVE PARTNERSHIP ....................................................... 147

ALL WORK AND NO PLAY ......................................................................................................................................... 147

IT’S NEVER TOO LATE TO LEARN, IT’S NEVER TOO EARLY TO TEACH ........................................................... 147

“HOMEWORK” FOR PARENTS .................................................................................................................................. 148

WHAT PEOPLE SAY ... ....................................................................................................................................................... 163

PROFESSIONAL OPINIONS ...................................................................................................................................... 165

WHAT PARENTS SAY... .............................................................................................................................................. 170

REFERENCES ..................................................................................................................................................................... 174

DEDICATION

To all our grandchildren, Catherine, Deniska, Alexander, Leo, Jos,

Seryozha, Olivia, Josh and Aaron.

To Olga Dyachenko, my inspiration, mentor and sadly missed friend.

To Leonid Venger, the unsung hero of Early Childhood Education.

ACKNOWLEDGEMENTS

Many people have contributed to this book. My special thanks and sincere gratitude go to:

The prominent Russian researchers, psychologists and educationalists from the Vygotskian

school who created the ideas which are the foundation of the Key to Learning Curriculum:

Leonid Venger, Olga Dyachenko, Nikolai Veraksa, Alexander Venger, Irina Burlakova,

Natalya Denisenkova, Elena Gorshkova, Valentina Kholmovskaya, Tatiana Lavrentieva,

Lidia Pavlova, Yuri Pavlov and Galina Uradovskyh.

Nikolai Veraksa, my teacher and co-author with whom I had lengthy and invaluable

discussions, for providing a rich source of material, expertise and insight.

Judy Holder, my editor, whose commentary, suggestions, sustained help, invaluable input

and patient editing added much more clarity to the text.

Sue Palmer and Madeleine Portwood for their professional support and for taking time

from their busy schedules to read and review the work.

The professionals in this field who have given me constant encouragement and feedback

during the whole period of the development of the Key to Learning curriculum: Alex Kozulin,

Sir Christopher Ball, Kathy Sylva, Ruth Kaufmann, Lois Holzman, Claire and David Mills.

The many people who in many different ways have given added value to the work: Scott

Goodson, Maciek and Ida Winiarek, Anthology Publishing, Nicola Tuffnell, Paul Higgins,

Larisa Dolya, Alexander Veraksa, Fiona Boyle, Chris Higgins, Jill Johnson, Vicky Parsey,

Nancy Oxenham, Meg Thompson, Hayley Lakin, Libby Hartman, Tracy Wilson, Elizabeth

Hunter, the teachers and children of Applecroft Primary School, William Reynolds Infants

School, Lumley Nursery and Infants School and the Chelsea Group of Children Teaching

Centre whose feedback has been invaluable in completing this book.

All the teachers and children who are implementing the Key to Learning curriculum and

who constantly surprise me with their creative and innovative use of the programmes.

To Anna Tkachenko, Anna Nekludova, Yuri Mednikov for their creative book design, typesetting

and especially for their patience and positive attitude in dealing with last minute changes.

Last but not least to David, my husband and colleague, without whose computer design,

encouragement and emotional support each day, this book would never have been possible.

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