Scaffolding
Integrating social and cognitive perspectives on children's learning at home
Bibliographic Data
| ID | 9615991 |
|---|---|
| Authors | Nicola Yuill (0000-0002-2563-2704, ChaTLab School of Psychology University of Sussex Brighton UK), Amanda Carr (0000-0002-0736-2755, School of Psychology Politics and Sociology Canterbury Christ Church University UK) |
| Year | 2018 |
| Volume | 88 |
| Issue | 2 |
| Pages | 171-173 |
| Publication date | 2018-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12227 |
| PMID | 29752713 |
| OpenAlex | W2801129010 |
| Language | EN |
| Citations received | 1 |
| References cited | 5 |
Since the translation and cultural assimilation of Vygotsky’s (1978) ideas into the English-speaking academic community from the 1970s, through thinkers such as Wertsch (1984), Vygotsky’s ideas continue to have a powerful influence in psychology and education, as well as being enthusiastically appropriated in other fields such as technology-mediated education (Luckin, 2003). As academics working across these disciplines, we felt the time was right to reflect on the use of socio-cultural theory, and the concept of scaffolding in particular, in understanding parent-child tutoring interactions at home, with reference to children’s academic achievement at school. \n \nThanks to funding from the British Psychological Society, we ran a series of three seminars, and this Special Issue arises from questions raised there
Carr · Citation · Educational psychology · Library science · Pedagogy · Politics · Sociology · Child Development and Digital Technology · Computer Science · Early Childhood Education and Development · Parental Involvement in Education · Psychology
| Unique citing works | 1 |
|---|---|
| Citations per year | 0.2 |
| Citation span | 2021 - 2021 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |