Cultural-historical theory addresses issues of child development through acquisition of cultural experience as a process of complex cultural activity and thus makes an emphasis on educational process as structured way of learning. Research issues that are raised starting from works of Vygotsky and his followers are connected with educational environment, instruction possibilities and effectiveness, relations of play and education, cognition and emotion in educational process, etc. For the past 40 years special attention in terms of practical application was devoted to elaboration of methods that are used for measuring effectiveness of educational environment (for example, CLASS, ECERS), structural changes in consciousness of a child (for example, executive functions research, research of organization of play activity and development of symbolic function).
The goal of the Research Topic is to open and organize a dialogue on the theme of child development and education in relation on the background of cultural-historical approach in psychology. Challenges of the social development in a modern world connected with (but not limited to) pandemic, severe digitalization of child’s life, decline of traditional role-play development, changes in the form of institutional education and many more present possibilities of cultural-historical theory verification. This Research Topic intends to involve specialists from different countries and continents, who are interested in cultural historical approach. The Research Topic will include articles of theoretical, methodological and empirical nature, which are based on cultural historical approach and activity theory.
Starting from the works of Lev Vygotsky, cultural-historical theory addresses issues of child development through acquisition of cultural experience and thus makes an emphasis on educational process as structured way of learning, which leads to psychological development. Empirical and theoretical research on the following themes is addressed to:
Educational and home learning environment and child development
Play and its relation to education and child development
Cross-cultural research in cultural-historical theory
Cultural tools and psychological means of development in early years
Vygotsky and Piaget theories in research and practice
New original proposals of methods and strategies for education and intervention in development
Original research articles, systematic reviews as well as method articles are welcomed.
Cultural-historical theory addresses issues of child development through acquisition of cultural experience as a process of complex cultural activity and thus makes an emphasis on educational process as structured way of learning. Research issues that are raised starting from works of Vygotsky and his followers are connected with educational environment, instruction possibilities and effectiveness, relations of play and education, cognition and emotion in educational process, etc. For the past 40 years special attention in terms of practical application was devoted to elaboration of methods that are used for measuring effectiveness of educational environment (for example, CLASS, ECERS), structural changes in consciousness of a child (for example, executive functions research, research of organization of play activity and development of symbolic function).
The goal of the Research Topic is to open and organize a dialogue on the theme of child development and education in relation on the background of cultural-historical approach in psychology. Challenges of the social development in a modern world connected with (but not limited to) pandemic, severe digitalization of child’s life, decline of traditional role-play development, changes in the form of institutional education and many more present possibilities of cultural-historical theory verification. This Research Topic intends to involve specialists from different countries and continents, who are interested in cultural historical approach. The Research Topic will include articles of theoretical, methodological and empirical nature, which are based on cultural historical approach and activity theory.
Starting from the works of Lev Vygotsky, cultural-historical theory addresses issues of child development through acquisition of cultural experience and thus makes an emphasis on educational process as structured way of learning, which leads to psychological development. Empirical and theoretical research on the following themes is addressed to:
Educational and home learning environment and child development
Play and its relation to education and child development
Cross-cultural research in cultural-historical theory
Cultural tools and psychological means of development in early years
Vygotsky and Piaget theories in research and practice
New original proposals of methods and strategies for education and intervention in development
Original research articles, systematic reviews as well as method articles are welcomed.
