Sociocultural Psychology and Regulatory Processes in Learning Activity : Contributions of Cultural-Historical Psychological Theory / Lynda D. Stone, Tabitha Hart

Author:: Stone, Lynda D.
Additional Titles:: Sociocultural Psychology & Regulatory Processes in Learning Activity
Published:: Cambridge : Cambridge University Press, 2016.
Physical Description:: 1 online resource (xx, 126 pages) : PDF file(s).
Additional Creators:: Hart, Tabitha

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Contents:

Machine generated contents note: Self-Regulation in Learning Communities: A Concept in Transition -- Self-Regulation in Social Contexts -- From Self-Regulation to a Dynamic Interplay of Regulatory Processes -- Cultural Practices and Regulatory Processes -- 1.Cultural-Historical Psychological Theory -- Fundamental Principles of Human Development -- Regulatory Processes in Cultural-Historical Psychological Theory -- CHAT and the Emergence of Regulatory Processes in Activity -- 2.The Relational Habitus and Regulatory Processes -- Intersubjectivity: Beyond Consensus -- Relatedness and the Relational Habitus -- Relationship with Others -- Relationship to Tools -- Relationship to Tasks -- Relational Habitus: In Formal and Informal Learning Arenas -- Relational Habitus in Mr. Minton's Classroom -- Relational Habitus in a Playful Learning World -- 3.Practical-Moral Knowledge and Regulatory Processes -- Social Order: Implicit and Emergent -- Moral Order: Implicit and Emergent -- Toggle Pattern of Shifts: Other-Regulation and Self-Regulation -- Dynamic Shifting Pattern: Co-Regulation to Self-Regulation -- Influences of PMK on Behavioral Regulation -- 4.Identity and Competence Woven Together Through Regulatory Processes -- Social Identities: Explicit and Implicit -- Inhabiting a Social Identity: Attaching to Social Categories -- Inhabiting an Identity of Competency: Formal and Informal Learning Arenas -- A Formal Learning Arena: Ms. Winter's Classroom -- An Informal Learning Arena: The Magical Web in the 5th Dimension -- 5.Contextual Mood and Regulatory Processes -- Stancetaking and Mood -- Emergence of a Contextual Mood -- Emergent Mood and the Regulation of Attention -- Problem-Solving Mood and Collaboration -- Collaborative Problem-Solving Mood Sustained.

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ISBN:

9781316225226 (ebook)
1316225224 (ebook)

Note:

Title from publisher's bibliographic system (viewed on 01 Oct 2019).
Written by educational researchers and professionals working with children and adolescents in and out of school, this book shows how self-regulation involves more than an isolated individual's ability to control their thoughts and feelings, particularly in a learning environment. By using Vygotsky's cultural-historical psychological theory, the authors provide a unique set of four analytical lenses for a better understanding of how self-regulation, co-regulation, and other-regulation function as a system of regulatory processes. These lenses move beyond a focus on solitary individuals, who self-regulate behavior, to centre on individuals as relational, agential, and contextually situated. As agents, teachers and their students build their learning contexts and are influenced by these self-engineered contexts. This is a dynamic perspective of a social context and underlies the view that regulatory processes are an integral part of a functional system for learning.

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