ISSN: 2226-6348
Open access
Sociocultural theories have been discussed in this research in the context of children’s learning and development among young English language learners in early childhood settings. A range of sociocultural perspectives drawn for the research includes (i) meaning and object in the context of contextualisation and (ii) roles and rules in the appropriation of sociocultural practice.
Bodrova, E., & Leong, D. (2007). Tools of the mind: The Vygotskian approach to early childhood education. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Duncan, R. M., & Tarulli, D. (2003). Play as the leading activity of the preschool period: Insights from Vygotsky, Leont'ev, and Bakhtin. Early Education & Development, 14(3), 271-292.
Vygosky, L. S. (1967). Play and its role in mental development of the child. Soviet Psychology, 5. 6-18.
Vygosky, L. S. (1978). Mind in the society: The development of higher psychological process. Cambridge, MA: Harvard University Press.
In-Text Citation: (Mustafa et al., 2017)
To Cite this Article: Mustafa, M. C., Zain, A., Alias, A., & Osman, Z. (2017). The Context of Children’s Learning and Development: Sociocultural Perspectives. International Journal of Academic Research in Progressive Education and Development. 6(4), 211 – 215.
Copyright: © 2017 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode