L. S. Vygotsky and His Theory as an Inspiration for Innovations in Education

Authors

  • Eva Šmelová Palacký University Olomouc

DOI:

https://doi.org/10.31686/ijier.vol9.iss2.2944

Keywords:

Vygotsky, preschool education, educational theories, theoretical study

Abstract

In recent years, preschool education has become an important topic in the Czech Republic. Since 1990, the system of preschool education has undergone a number of qualitative changes. A modern preschool curriculum has been created and is constantly being reviewed in line with the needs of society and educational policy objectives.
One of the problems of the past decade concerns the high number of pupils with postponed compulsory attendance. This has become a challenge for both teachers and researchers. One of the steps that could help was the enactment of compulsory preschool education in 2017. More attention should therefore be given to systematic preparation of children for starting compulsory education on the basis of individualization in education. However, this requires teachers to use high-quality educational diagnostics in order to ensure children’s development with respect to their capabilities, interests and needs. A team of experts at the Faculty of Education at Palacký University is currently developing and validating an online application as an educational diagnostic instrument that should systematically monitor children’s progress as well as highlight potential problems and eliminate them in time. In the development of the instrument, the team builds on the current trends in preschool education, a number of educational theories and the work of renowned authors (Rogers, Piaget, Bandura, etc.) An interesting and inspiring view of the development and education of preschool children is presented by social constructivism and its main proponent Lev Semyonovich Vygotsky, whose ideas and legacy are outlined in the present study.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biography

Eva Šmelová, Palacký University Olomouc

Professor, Department of Primary and Pre-Primary Education, Faculty of Education

References

Bertrand, Y. (1998) Soudobé teorie vzdělávání. Praha: Portál.

Berk, L. E. (2013). Child Development. Illinois State University: PEARSON.

Blížkovský, B. (1992) Systémová pedagogika. Ostrava: Amosium servis.

Bruceová, T. (1996). Předškolní výchova. Deset principů moderní pedagogiky a jejich aplikace v praxi. Praha: Portál.

Helus, Z. (2009). Dítě v osobnostním pojetí. Praha: Portál.

Kolláriková, Z., & Pupala, B. (2001). Předškolní a primární pedagogika. Praha: Portál.

Mareš, J. (2013). Pedagogická psychologie. Praha: Portál.

Provázková Stolinská, D., Rašková, M., Šmelová, E. (2017) Friendship in preschool children as a determinant supporting the inclusive approach in kindergarten. Educating for change – The european conference on education. UK: Brighton.

Soukupová, N. (2012). Vědomí a svoboda. L. S. Vygotskij a jeho teorie lidské psychiky. Praha: Humanitas.

Sternberg, R. J. (2009). Kognitivní psychologie. Praha: Portál.

Šmelová, E. (2019) Unreserved acceptance in child’s education. Olomouc: UP.

Šmelová, E. (2013) Zóna nejbližšího vývoje jako ukazatel rozvoje schopností dítěte předškolního věku. Journal of Technology and Information Education. 2/2013, Volume 5, Issue 2

Thorová, K. (2015). Vývojová psychologie. Praha: Portál.

Vágnerová, M. (2012) Vývojová psychologie - Dětství a dospívání. Praha: Karolinum.

Vygotskij, L. S. (2017). Psychologie myšlení a řeči. Praha: Portál.

Vygotskij, L. S. (1970). Myšlení a řeč. Praha: SPN.

Rámcový vzdělávací program pro předškolní vzdělávání. (2018) Praha: MŠMT ČR.

Downloads

Published

2021-02-01
CITATION
DOI: 10.31686/ijier.vol9.iss2.2944

How to Cite

Šmelová, E. (2021). L. S. Vygotsky and His Theory as an Inspiration for Innovations in Education. International Journal for Innovation Education and Research, 9(2), 226–238. https://doi.org/10.31686/ijier.vol9.iss2.2944
Received 2021-01-14
Accepted 2021-01-23
Published 2021-02-01