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Beginning Writers in the Zone of Proximal Development (Hardcover)
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Beginning Writers in the Zone of Proximal Development (Hardcover)
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How do young children bridge the gap between "writing" a story with
pictures and writing with words? How children learn to use written
words to tell a story is a topic important to both cognitive
development and early literacy instruction. Using the theoretical
framework developed by Vygotsky, the behavior of a group of
prekindergarten children as they author two consecutive pieces of
writing is analyzed. The children tell their stories at first with
spoken words and pictures. As they discuss their work-in-progress
in public conferences, they discover how to build on and combine
existing skills to produce a new skill -- telling stories with
written words.
Current descriptive and theoretical perspectives on beginning
writing are presented in this volume, with a particular focus on
Vygotsky's concept of the "zone of proximal development," a period
of sensitivity in which learning advances. The proposed mechanism
of change is "verbal mediation" -- talk among peers and teachers as
they discuss work-in-progress -- which moves the children through
the zone of proximal development.
An open, whole-language approach to literacy instruction makes the
classroom in this book an ideal arena in which to observe verbal
mediation in operation. Children are free to question, criticize
and argue; and in the process they collectively advance their
developing ability to use written language.
The work is unique in that the rich and comprehensive data record
is reproduced in its entirety. More than 400 illustrations of the
children's products -- two "books" apiece, pictured before and
after the children's revisions -- are included, along with
transcripts of the conferences about each of the pages, permitting
direct observation of the effects of verbal mediation. This dynamic
study documents change during a period of time when specific
learning is occurring, and provides strong support for the value
and power of Vygotsky's theoretical framework.
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