근접발달지대의 재개념화에 기초한사회구성주의 이론의 탐색:이원적(dyadic) 관계를 넘어서 참여(participation)로 = The Exploration and Reconceptualization of Social Constructivist Theory based on Reconceptualization of ZPD: Beyond the dyadic and on participation

다국어 초록 (Multilingual Abstract)

This study explored the meaning of socialization and learning in social constructivist for early education. The social constructivist theory explicates the mechanism of social construction of knowledge. Knowledge is regarded to be transmitted from expert to novice and turned out to be transformed and constructed from the perspective of the traditional-social constructivism. Recently, the dyadic relations in social construction of knowledge, as shown in most of social constructivism literatures in present study, have been criticized. Many researchers investigated from socio-cultural perspectives and showed in their results that the social aspect of knowledge development was not dyadic but complex and multiple. Among them, Rogoff suggested that learning was participatory transformation, meaning that all community of learners contributed to learning by participating in learning activities. In the situation of this kind of learning, the role of teacher and children alternate from expert to novice. Learning was also found to occur from the change of activity as well as knowledge.

참고문헌 (Reference)

1 김억환, "정신의 도구: 비고츠키의 유아교육 = Tools of mind: The Vygotskian approach to early childhood education" 이화여자대학교 출판부 1998

2 and peer collaboration, "the zone of proximal development Implications for classroom practice Instructional implications and applications of sociohistorical psychology" Cambridge University Press 1990

3 A, "Vygotsky in context" MIT Press 1986

4 "Vygotsky and the social formation of mind" Harvard University Press 1985

5 Forman, "Vygotskian perspective on children's collaborative problem-solving activities Context for learning Sociocultural dynamics in children's development" Oxford University Press 213-253, 1993

6 Forman, "Theories of Learning" Pea- cock Publishers 252-294, 1980

7 Neal, "The social origins of selfregulation Instructional implications and applications of sociohistorical psychology" Cambridge University Press 1990

8 Forman, "The social origins of logic The contributions of Piaget and Vygotsky" Jossey-Bass 23-40, 1985

9 Saxe, "The social organization of early number development Children's learning in the zone of proximal development" Jossey-Bass 198419-30

10 Wood, "The role of tutoring in problem solving Journal of Child Psychology and Psychiatry 17" 89-100, 1976

11 Piaget, "The psychology of Intelligence" Routledge & Kegan Paul Ltd 1979

12 Wertsch, J. V, "The need for action in sociocultural research" Cambridge University Press 56-74, 1995

13 In J, "The instrumental method in psychology The Concept of activity in Soviet psychology" 134-143, 1981

14 Piaget, "The grasp of consciousness Action and concept in the young child" Harvard University Press 1976

15 U, "The ecology of human development Experiments by nature and design" Havard University 1979

16 Lewis, M, "The child and its family: The social network model" 48 : 8-27, 2005

17 "The Social development of the intellect" Pergamon Press 1984

18 Vygotsky, L, "The Collected works of L. S. Vygotsky: Child Psychology" Kluwer Academic/ Plenum Publisher 1998

19 Saxe, G. B, "Sources of concepts: A cultural -Developmental perspectives : Conceptual Development: Piaget's legacy" Lawrence Earlbaum 253-267, 1999

20 A, "Social interaction and cognitive development in children" Academic Press 1980

21 & Damon, "Social construction in Piaget's theory" 1992

22 DeVries, "Programs of Early Education" 1987

23 Wadsworth, B. J, "Piaget's theory of cognitive and affective development" Longman 1997

24 & DeVries, "Physical knowledge in preschool education Implication of Piaget's theory" Prentice-Hall 1978

25 Rogoff, B, "Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship" Cambridge University Press 139-164, 1995

26 "Mind in society The development of higher psychological processes" Harvard University Press 1978

27 Rogoff, B, "Learning together: Children and adults in a school community" Oxford University Press 2001

28 "Learning by expanding" 1987

29 A, "Generation and transmission of shared knowledge in the culture of collaborative learning Context for learning Sociocultural dynamics in children's development" Oxford University Press 213-253, 1993

30 Gauvain, S, "Everyday opportunity for the development of planning skills: Sociocultural and family influences : Children's engagement in the world: Sociocultural perspectives" Cambridge University Press 1999

31 Rogoff, B, "Evaluating development in the process: Theory, methods, and practice building on each other : Change and development: Issues of theory, method, and application" Lawrence Erlbaum Asso- ciate 265-285, 1997

32 Rogoff, "Developing underjudging of the idea of communities of learners" 209-229, 1994

33 Zinchenco, V. P, "Cultural-historical psychology and psychological theory of activity: retrospect and prospect" Cambridge University Press 37-56, 1995

34 Cole, M, "Cultural mechanisms of cognitive development : Change and development: Issues of theory, method, and application" Lawrence Earlbaum 245-263, 1997

35 Wenger, E, "Communities of practice: Learning, meaning, and identity" Cambridge University Press 1998

36 Rogoff, B, "Cognition as a collaborative process : Handbook of child psychology(vol2) Cognition, perception, and language" John Wiely & Sons, INc. 2 : 674-744, 1998

37 Gaskins, S, "Children's daily life in Mayan Village: A Case study of culturally constructed roles and activities : Children's engagement in the world: Sociocultural perspectives" Cambridge University Press 1999

38 Packer, "Away from internalization Context for learning Sociocultural dynamics in children's development" Oxford University Press 213-253, 1993

39 Ijzendoorn, M, "Attachment in social networks: Toward an evolutionary social network model" 48 : 85-88, 2005

40 Forman, "Applying Piaget in the preschool" 1984

41 Farver, J. M, "Activity setting analysis: A model for examining the role of culture in development : Children's engagement in the world: Sociocultural perspectives" Cambridge University Press 1999

42 Deleuze, G, "A thousand Plateaus: Capitalism and Schizophrenia" Athlone Press 1999