A VYGOTSKY-INSPIRED CURRICULUM
Vygotskian Slogan: "The intermental constructs the intra-mental."
Social constructivism, its origins attributed to Vygotsky, maintains that, “learners view themselves in their surroundings through their own experiences and the experience of those around them” (Blue & Alexander, 2009, p. 89). As well, cultural and linguistic differences play a major role in student performance (Blue & Alexander, 2009, p. 89).
In light of the above, Tools of the Mind (Tools) is an early childhood [i.e., pre-kindergarten and kindergarten] curriculum founded on a socio-cultural perspective pioneered by Vygotsky. From the Vygotskian perspective, cognitive and social-emotional self-regulation are viewed as an integrated unit, rather than as separate domains. This approach has shaped the content and pedagogy of the Tools curriculum (Bodrova & Leong, p. 2).
In light of the above, Tools of the Mind (Tools) is an early childhood [i.e., pre-kindergarten and kindergarten] curriculum founded on a socio-cultural perspective pioneered by Vygotsky. From the Vygotskian perspective, cognitive and social-emotional self-regulation are viewed as an integrated unit, rather than as separate domains. This approach has shaped the content and pedagogy of the Tools curriculum (Bodrova & Leong, p. 2).
Here are three Vygotsky-inspired components of the Tools curriculum (Bodrova & Leong, p. 3):
1. A necessary condition for the emergence of self-regulation is the children’s learning and internalization of specific cultural tools that would allow them to eventually use self-regulatory behaviors independently. These cultural tools become mental tools when children apply them on their own. One of the first tools that the children learn in the program is self-talk (or private speech). By way of talking or gesturing while engaged in various activities, children can support the mental processes being learned in the activities as well as their attention and memory, which are a challenge when they are developing self-regulation (Bodrova & Leong, p. 3).
1. A necessary condition for the emergence of self-regulation is the children’s learning and internalization of specific cultural tools that would allow them to eventually use self-regulatory behaviors independently. These cultural tools become mental tools when children apply them on their own. One of the first tools that the children learn in the program is self-talk (or private speech). By way of talking or gesturing while engaged in various activities, children can support the mental processes being learned in the activities as well as their attention and memory, which are a challenge when they are developing self-regulation (Bodrova & Leong, p. 3).
2. Children’s self-regulatory abilities begin in social interactions and later become internalized and independently used by children. This means that in order to develop self-regulation, children need to have opportunities to engage in “other-regulation.” That is, children must act both as subjects of other people’s regulatory behaviors and as actors regulating other people’s behaviors. Current practices used in non-Tools classrooms emphasize “teacher regulation,” in which all activities are directed by an adult, rather than encouraging children to practice without continual teacher direction. On the other hand, Tools embeds “other-regulation” into typical classroom practices in order to change the way that children interact with each other as they learn (Bodrova & Leong, p. 3).
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3. Teachers in Tools classrooms provide individualized scaffolding to all children in all activities. Scaffolding interactions are used in the course of teaching in order to help a child transition from being assisted by an adult in performing a new task to being able to perform it independently. The Tools curriculum is also based on the belief that only those interactions that fall within each child’s Zone of Proximal Development (ZPD) support the very skills and knowledge that are on the threshold of development. As such, activities in the Tools classroom are designed to account for a wide developmental range, enabling all children to learn. In all, no child is held back by the group, and no child is left behind because the activities are too difficult (Bodrova & Leong, p. 4).
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In all, the Tools curriculum incorporates forty Vygotsky-inspired activities designed to promote mature dramatic play, encourage the use of self-regulatory private speech, and teach the use of external aids in order to facilitate attention and memory (Barnett et al., 2008, p. 301) as well as teach skills in literacy and in mathematics in a way that is socially negotiated by peers and by teachers (Barnett et al., 2008, p. 299).
Activity: Peer Collaboration Mind Map
Please add a note regarding Tools of the Mind or any other Vygotsky-inspired curriculum to the peer collaboration mind map.
NOTE: Please do not press 'Share' or 'Publish' on the site. Otherwise, the peer collaboration will end. Thank-you!
Please add a note regarding Tools of the Mind or any other Vygotsky-inspired curriculum to the peer collaboration mind map.
NOTE: Please do not press 'Share' or 'Publish' on the site. Otherwise, the peer collaboration will end. Thank-you!
To join in the peer collaboration mind map, please click on the button.
References
Barnett et al. (2008). Educational effects of the Tools of the Mind. curriculum: A randomized trial. Early Childhood Research Quarterly 23. 299-313. Retrieved from https://bobcat.militaryfamilies.psu.edu/sites/default/files/placedprograms/Barnett,%20Jung,%20Yarosz,%20Thomas,%20Hornbeck,%20Stechuk%20%26%20Burns,%202008.pdf
Blue, E. & Alexander, T. (2009). Using Curriculum-Based Measurements to Assess Reading: The Cultural Connections of Diverse Students with Learning Disabilities. JAASEP. Retrieved from http://www.cfn107.org/uploads/6/1/9/2/6192492/using_curriculum_based_measurements_access_reading.pdf
Bodrova, E & Leong, D. (n.d.). Tools of the Mind. Retrieved from http://www.bostonchildrensmuseum.org/sites/default/files/pdfs/5-Tools-of-the-Mind-Curriculum.pdf
NPT Reports. (2013, June 20). Tools of the Mind | Children's Health Update | NPT Reports [Video file]. Retrieved from https://www.youtube.com/watch?v=q5zkiQcsYzw
Unamalcolm. (2012, August 7). Tools of the Mind [Video file]. Retrieved from https://www.youtube.com/watch?v=Le0ZJMO0Fr4
Barnett et al. (2008). Educational effects of the Tools of the Mind. curriculum: A randomized trial. Early Childhood Research Quarterly 23. 299-313. Retrieved from https://bobcat.militaryfamilies.psu.edu/sites/default/files/placedprograms/Barnett,%20Jung,%20Yarosz,%20Thomas,%20Hornbeck,%20Stechuk%20%26%20Burns,%202008.pdf
Blue, E. & Alexander, T. (2009). Using Curriculum-Based Measurements to Assess Reading: The Cultural Connections of Diverse Students with Learning Disabilities. JAASEP. Retrieved from http://www.cfn107.org/uploads/6/1/9/2/6192492/using_curriculum_based_measurements_access_reading.pdf
Bodrova, E & Leong, D. (n.d.). Tools of the Mind. Retrieved from http://www.bostonchildrensmuseum.org/sites/default/files/pdfs/5-Tools-of-the-Mind-Curriculum.pdf
NPT Reports. (2013, June 20). Tools of the Mind | Children's Health Update | NPT Reports [Video file]. Retrieved from https://www.youtube.com/watch?v=q5zkiQcsYzw
Unamalcolm. (2012, August 7). Tools of the Mind [Video file]. Retrieved from https://www.youtube.com/watch?v=Le0ZJMO0Fr4