scaffolding children’s learning: vygotsky and early childhood education
over the past two decades there has been a major upsurge of interest in lev vygotsky's ideas as promising alternatives to existing psychoeducational theories and practices. according to eric (educational resource information center, managed by the us department of education) there are currently three times as many citations of vygotskian research as piagetian research. literally dozens of books, article and book chapters were published during this decade, interpreting, elaborating and expanding vygotsky's scientific legacy. lev vygotsky become a powerful "identification figure" in developmental psychology, psycholinguistic, in education, school psychology, in special education, and now, with the publication of this book - in early childhood education as well. the book under review, however, is not just one more publication "about vygotsky"; it is unique in its focus on early childhood and in its relevance to everyday practice of the education and upbringing of young children within the vygotskian's framework. the book consists of seven chapters and meticulously crafted technical support: references, resources, glossary and author/ subject index.