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.
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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.
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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)
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