Piaget and Vygotsky in XXI century

1. Front Matter

   Pages i-viii

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2. Introduction

   • Nikolay Veraksa, Ingrid Pramling Samuelsson

   Pages 1-5

3. Vygotsky’s Theory: Culture as a Prerequisite for Education

   • Nikolay Veraksa

   Pages 7-26

4. Learning and Development in a Designed World

   • Roger Säljö, Åsa Mäkitalo

   Pages 27-39

5. Dialectical Thinking

   • Nikolay Veraksa, Michael Basseches

   Pages 41-64

6. Social Representations of Play: Piaget, Vygotskij and Beyond

   • Bert van Oers

   Pages 65-85

7. Children’s Perspectives Informing Theories and Nordic Preschool Practice

   • Camilla Björklund, Ingrid Pramling Samuelsson

   Pages 87-107

8. Preschool Children’s Pretend Play Viewed from a Vygotskyan and a Piagetian Perspective

   • Polly Björk-Willén

   Pages 109-127

9. Piaget and Vygotsky: Powerful Inspirators for Today’s Students in Early Education and Developmental Psychology

   • Elly Singer

   Pages 129-143

10. Constructivism and Social Constructivism in the Study of Relationship Between Early Childhood Education Quality and Executive Function at 5–6 years Old

    • Anastasia Belolutskaya, Darya Bukhalenkova, Evgeniy Krasheninnikov-Khait, Igor Shiyan, Olga Shiyan, Aleksander Veraksa

    Pages 145-164

11. Piaget and Vygotsky’s Play Theories: The Profile of Twenty-First-Century Evidence

    • Nikolay Veraksa, Yeshe Colliver, Vera Sukhikh

    Pages 165-190

12. Vygotsky and Piaget as Twenty-First-Century Critics of Early Childhood Education Philosophizing

    • Niklas Pramling

    Pages 191-206

The book provides a comprehensive analyses of Vygotsky’s and Piaget’s theories implementation in modern preschool education. It analyzes the problem of the relationship between the natural and the cultural in the context of Vygotsky and Jean Piaget theories. Their discourses complemented each other: whereas Vygotsky developed his theory in the direction from society (culture) to the individual child, Piaget’s movement was the opposite: from individual child to society. These two approaches confront modern world with the need to analyze the problem of childhood: is childhood a period of cultural exploration or is it a special form of relationship in which both the egocentrism and consciousness of the child, and the egocentrism and consciousness of culture are represented?

Readers will gain insight into the methodology that makes possible to unite up-to-date views based on Vygotsky and Piaget theories on child development and education. 

• Vygotsky
• Piaget
• Cognitive Development
• Emotional Development
• Social Development
• Dialectical Thinking
• Education Environment
• Early Childhood Education
• Quality of Education
• Cultural Tools in Education
• Digital Tools in Education
• Play in education

• Lomonosov Moscow State University, Moscow, Russia

  Nikolay Veraksa

• Department of Education, Communication and Learning, University of Gothenburg, Göteborg, Sweden

  Ingrid Pramling Samuelsson

Nikolay Veraksa is a Professor at Lomonosov Moscow State University, Leading Researcher of the Russian Academy of Education, Moscow City University, Chair of the UNESCO Chair in Early Childhood Education and Development, Honored Doctor of Gothenburg University. Has an experience as an invited editor of the International Journal of Early Years Education (2011), European Early Childhood Education Research Journal (2014); published book Vygotsky’s Theory in Early Childhood Education and Research (edited by Nikolay Veraksa and Sonja Sheridan) – Routledge, 2018.

Ingrid Pramling Samuelsson is Professor at University of Gothenburg. Her research interest focuses on didactic issues, that is, how preschools can contribute to children’s learning. She also devoted her research time to children’s learning in literature, ethics, mathematics, and ICT, as well as the youngest children in preschool. Further, she worked on a meta-analysis of all the empirical research performed in her research group regarding and developing a theoretical foundation for preschool education science.