Links

Vygotsky

Lev Vygotsky (1896-1934)
From the nonprofit organization Best Practices in Education. A brief introduction and bibliography with links to many other Vygotsky-related web sites. Includes profiles and strategies of two programs — one in Denver, CO, and one in Binghamton, NY — that adapt Vygotskian practices in their teaching of math and literacy.

Vygotsky's Social Development Theory
From George Washington University's Theory into Practice Database. Includes links and a QuickTime video discussing the significance of Vygotsky's theories.

Vygotsky's Zone of Proximal Development (ZPD)
Paper published by Deborah J. Leong, Ph.D., and Elena Bodrova, Ph.D., in Of Primary Interest, by the National Association of Early Childhood Specialists in State Departments of Education. Provides a thorough overview of the ZPD with illustrative figures.

Piaget

The Jean Piaget Society
Includes a comprehensive bibliography for students and links to professional associations, psychology search engines, journals and electronic publications, and other Piagetian resources on the Internet.

Skinner

The B.F. Skinner Foundation
Features a searchable index of Skinner's publications and a collection of images and audio recordings that document Skinner's contribution to the field of psychology. Also includes an online course for students of behavior analysis.

Social-Constructivist Models

Constructivism
From the University of Colorado at Denver School of Education web site. Offers multiple definitions and explorations of constructivism and a comprehensive list of links to more than 50 full-text constructivism-related articles.

Social-Constructvist Theories
From the University of Houston College of Education web site. After a theoretical overview, features six examples of social-constructivist classroom activities, including a reading/writing workshop, a collaborative learning exercise, and an anchored instruction example.

Supplementary Readings

Harry, B., Rueda, R., & Kalyanpur, M. (1999). Cultural reciprocity in sociocultural perspective: Adapting the normalization principle for family collaboration. Exceptional Children, 66(1), 123-136.

Luke, A., & Kale, J. (1997). Learning through difference: Cultural practices in early childhood language socialisation. In E. Gregory (Ed.), One child, many worlds: Early learning in multicultural communities (pp. 11-29). New York: Teachers College Press.

Meisels, S.J. (1996). Charting the continuum of assessment and intervention. In S.J. Meisels & E. Fenichel (Eds.), New visions for the developmental assessment of infants and young children (pp. 27-52). Washington, DC: ZERO TO THREE: National Center for Infants, Toddlers and Families.

Peck, C.A. (1993). Ecological perspectives on the implementation of integrated early childhood programs. In C. Peck, S. Odom, & D. Bricker (Eds.), Integrating young children with disabilities into community programs: Ecological perspectives on research and implementation (pp. 3-15). Baltimore: Paul H. Brookes Publishing Co.

Warren S.F. (1993). Early communication and language intervention: Challenges for the 1990s and beyond. In S.F. Warren & J. Reichle (Series Eds.) & A.P. Kaiser & D. Gray (Vol. Eds.), Communication and language intervention series: Vol. 2. Enhancing children’s communication: Research foundations for intervention (pp. 375-395). Baltimore: Paul H. Brookes Publishing Co.