Communication between teacher and child in early child education: Vygotskian theory and educational practice La comunicacion entre profesor y alumno en la educacion infantil: la teoria vygotskiana y la practica educativa
Abstract The idea of cultural development of a child as introduced by Vygotsky has informed much educational research and theorizing in recent decades. However, in the West it to a large extent tends to be put in the background of the investigation of how teachers or other more experienced participants support children's development, with the concept of scaffolding in the foreground. In this article we review original research and educational psychological theorizing from Russia, work that is less known in the West, discussing how teachers can enter into this developmental field to challenge and support children's development.