Vygotsky on play: child's play or more
| dc.creator | Wagner, Carol Anne | |
| dc.date.accessioned | 2012-06-07T23:01:41Z | |
| dc.date.available | 2012-06-07T23:01:41Z | |
| dc.date.created | 2000 | |
| dc.date.issued | 2000 | |
| dc.description | Due to the character of the original source materials and the nature of batch digitization, quality control issues may be present in this document. Please report any quality issues you encounter to [email protected], referencing the URI of the item. | en |
| dc.description | Includes bibliographical references (leaves 108-127). | en |
| dc.description | Issued also on microfiche from Lange Micrographics. | en |
| dc.description.abstract | The thesis examines L. S. Vygotsky's theory of play, its relationship to his theory of the Zone of Proximal Development (ZPD), and how they relate to cognitive development in children. Specifically considered is the influence of play on this development and of the ZPD as it is related to a child's play. Vygotsky's life and the sociocultural atmosphere in which his theories were developed are briefly examined and an overview of Vygotskian theories, including identified themes and major processes (i.e., internalization, higher mental functions, concept development, and language) is presented. Vygotsky's theory of play, that it is the primary mechanism of child development, is considered in greater depth. The importance Vygotsky accorded pretend play, with the related topics of imagination, signs and symbols, creativity, and rules is investigated. As anticipated, a relationship is seen between each of these areas and the child's development. In that Vygotsky viewed play as a probable circumstance for the construction of the ZPD, the theory underlining this construct, as well as its relationship to play and child development, are likewise considered in some depth. Play is viewed as the primary method through which children learn and to Vygotsky learning leads development. Construction of ZPDs that foster play likewise fosters cognitive development in children. Implications of Vygotsky's theory of play and the ZPD are explored in relation to child development, education, educators, and collaboration. Areas for future research are suggested. | en |
| dc.format.digitalOrigin | reformatted digital | en |
| dc.format.medium | electronic | en |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | https://hdl.handle.net/1969.1/ETD-TAMU-2000-THESIS-W23 | |
| dc.language.iso | en_US | |
| dc.publisher | Texas A&M University | |
| dc.rights | This thesis was part of a retrospective digitization project authorized by the Texas A&M University Libraries in 2008. Copyright remains vested with the author(s). It is the user's responsibility to secure permission from the copyright holder(s) for re-use of the work beyond the provision of Fair Use. | en |
| dc.subject | educational psychology. | en |
| dc.subject | Major educational psychology. | en |
| dc.title | Vygotsky on play: child's play or more | en |
| dc.type | Thesis | en |
| dc.type.genre | thesis | en |
| dc.type.material | text | en |
| thesis.degree.discipline | educational psychology | en |
| thesis.degree.level | Masters | en |
| thesis.degree.name | M.S. | en |