Go to AfricaBib home

Go to AfricaBib home Education in Africa Go to database home

bibliographic database

Line
Previous page New search

The free AfricaBib App for Android is available here

Periodical article Periodical article Leiden University catalogue Leiden University catalogue WorldCat catalogue WorldCat
Title:Vygotsky's socio-historic theory of cognitive development: a search for an alternative and relevant theory of cognition for Colleges of Education in Zimbabwe
Authors:Dyanda, Chipo
MacLane, Joan B.ISNI
Year:2000
Periodical:Zimbabwe Journal of Educational Research (ISSN 1013-3445)
Volume:12
Issue:2
Pages:210-265
Language:English
Geographic terms:Zimbabwe
Southern Africa
Subjects:pedagogy
teacher education
Abstract:L.S. Vygotsky's (1978) sociohistoric theory of cognitive development is of the same standing and explanatory power as that of Piaget. Compared to the dominant theories of child development in Zimbabwean Theory of Education syllabuses, which are framed by Western ideological and cultural perspectives, Vygotsky's theory accords with Zimbabwe's traditional child rearing practices. It therefore constitutes an alternative, 'relevant' theory of child development for use in Zimbabwe's Colleges of Education. Moreover, the conditions of learning it embodies should allay the fears of the Western socialized Zimbabwean educator who is sceptical about investing in an asymmetrical child-adult relationship. The Vygotskian paradigm presents a vibrant theory of the development of cognition and a powerful theory of instruction and teacher education consistent with Zimbabwean indigenous cultures. The paper includes an analysis of six adult-child interaction language transcripts to show some Vygotskian principles at work. App., bibliogr., sum.
Views