This book is the second volume in a series presenting new English translations of L.S. Vygotsky’s writings on the holistic science of the child he called “pedology”. It presents unique materials which reflect the development of Vygotsky’s theoretical position at the last stage of his creative evolution in 1932-1934 and contributes to the number of original Vygotsky texts available in English. It includes the problem of age and age periodization; the structure and dynamics of age, psychological characteristics of age crises and diagnostics of development in relation to age, and the zone of proximal development, which became his most widely known but least understood theoretical innovation. This book places that concept in its context and makes it fully understandable for the first time. In addition, there are lectures and notes that Vygotsky made in preparation for lectures on six critical periods: birth, one year old, three, seven, and thirteen. Vygotsky also devotes chapters to the stable periods of infancy and early childhood and two whole chapters to school age. Future volumes in this series will explore Vygotsky’s pedology of the adolescent.

This book provides both a lost last word and a firm first foundation: seven lectures, given in the last months in the life of the Soviet thinker, teacher, and writer L.S. Vygotsky, offer us the most comprehensive and developed form of his thoughts on the child, expressed in the most fundamental and even popular form that Vygotsky himself used with his beginner-level students. As the title of Vygotsky’s course indicates, these are foundations upon which cultural-historical researchers can rebuild the lost science of “pedology”, a holistic approach to child development based on the dynamic unity of physical and mental development. Volume One includes translations of seven of Vygotsky’s lectures that reflect his approach to pedology; the method of pedology and the “methodics” of the unit of analysis; the role of heredity and social environment in child development; and general laws of development in childhood that will help parents and teachers understand the way the child’s endocrine system, nervous system, and mind change as the child enters a culture and learns to make history.

The Vygotsky Anthology brings together, for the first time, a selection of extracts from the best translations available of Vygotsky’s writings, spanning the entire arc of his career. Vygotsky was arguably one of the greatest educational psychologists of the 20th century. Grounded in his experience as a teacher, an expert in special education, a research psychologist and an outstanding theorist, the editors of this unique anthology chart his enormous influence on professionals working in education and child development around the world. The extracts are introduced by the editors’ commentaries, helpfully setting them in the context of Vygotsky’s life and work, providing a collection of work that adequately represents his writing, and conveying some of the great pleasures of reading him. In the passages selected here, his voice is clearly heard, the intellectual brilliance of his insights is reflected, his line of argument is clear, and his humour and humanity are evident. With its inclusion of recent translations of essential texts, this anthology will help students to understand the full diversity of Vygotsky’s influence on today’s classrooms. Seen as a companion volume to Myra Barrs’ previous work Vygotsky the Teacher (Routledge, 2022), the value of this text to teachers, educational psychologists, and other practitioners working in the field of education and child development will be significant and lasting. It is a key reference book for new generations of Vygotsky students.

This book is the second volume in a series presenting new English translations of L.S. Vygotsky's writings on the holistic science of the child he called "pedology". It presents unique materials which reflect the development of Vygotsky's theoretical position at the last stage of his creative evolution in 1932-1934 and contributes to the number of original Vygotsky texts available in English. It includes the problem of age and age periodization; the structure and dynamics of age, psychological characteristics of age crises and diagnostics of development in relation to age, and the zone of proximal development, which became his most widely known but least understood theoretical innovation. This book places that concept in its context and makes it fully understandable for the first time. In addition, there are lectures and notes that Vygotsky made in preparation for lectures on six critical periods: birth, one year old, three, seven, and thirteen. Vygotsky also devotes chapters to the stable periods of infancy and early childhood and two whole chapters to school age. Future volumes in this series will explore Vygotsky's pedology of the adolescent.

This book contains the first complete translation of the first half of the Pedology of the Adolescent by the Soviet thinker, educator, and teacher L.S. Vygotsky. It was the longest work published in his lifetime and was a correspondence course written by Vygotsky for teachers across the Soviet Union. The book is a sustained argument about the borders of pedology, the nature of the transition between childhood and adulthood, and the concrete character of the distinction between the lower psychological functions that we largely share with animals and those that are specific to fully socialized humans. After an initial methodological introduction, three kinds of maturation—general anatomical, sexual, and sociocultural—are explored. This book will be followed by a companion volume covering pedology of the transitional age as a psychological and social problem.

This book explores the distinct approaches of conversation analysis (CA) and cultural-historical theory to investigations of childhood storytelling with children aged 15 months to nine years. The authors draw on a rich set of data that depict children’s interactions with parents, teachers and peers as they talk together after having read stories, as they recount their experiences, as they enact stories through play, and as they participate in school activities in science and in literacy tasks. The book demonstrates the matters that concern CA and cultural-historical theory and explore in what ways comparisons can work to inform research design to understand how far the boundaries of approaches can be stretched, and the challenges in attempting to do so. In this process the authors focus on adding to knowledge about children’s rich interactional competencies and development as they tell stories, and on providing research-based evidence for parent, teacher and teacher educator practices.

This highly accessible guide to the varied aspects of Vygotsky’s psychology emphasises his abiding interest in education. Vygotsky was a teacher, a researcher and educational psychologist who worked in special needs education, and his interest in pedagogy was fundamental to all his work. Vygotsky the Teacher analyses and discusses the full range of his ideas and their far-reaching educational implications. Drawing on new work, research and fresh translations, this unique text foregrounds key Vygotskian perspectives on play, imagination and creativity, poetry, literature and drama, the emotions, and the role of language in the development of thought. It explains the textual issues surrounding Vygotsky’s publications that have, until recently, obscured some of the theoretical links between his ideas. It underlines Vygotsky’s determination to create a psychology that is capable of explaining all aspects of the development of mind. Vygotsky the Teacher is essential reading for students on education and psychology courses at all levels, and for all practitioners wanting to know more about Vygotsky’s theories and their roots in research and practice. It offers a unique road map of his work, connecting its different aspects, and placing them in the context of his life and the times in which he lived.

This book utilizes cultural psychology as a cultural theory and psychological theory capable of explaining and improving social issues. In particular Vygotsky’s cultural-historical psychology, and Ratner’s macro-cultural psychology are invoked to explain racism and mitigate it. This explanation of, and solution to, racism are utilized as a framework for analyzing and refining contemporary movements for racial justice. Among the topics discussed: Macro cultural psychology and Vygotsky’s Marxist cultural-historical psychology Differentiating psychological racism from economic racism Historical examples of racism during American slavery which reveal their cultural and psychological features Cultural-psychological analysis and refinement of Black Lives Matter, racial capitalism, intersectionism, and Ta-Nehishi Coates’ work Cultural Psychology, Racism, and Social Justice will be of interest to the fields of social policy, social transformation, psychological theory, cultural theory, and history.