Relevant bibliographies by topics / Zone of proximal development (ZDP)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Zone of proximal development (ZDP)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Zone of proximal development (ZDP).'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Zone of proximal development (ZDP)"

1

Lapkin, Sharon, Merrill Swain, and Paula Psyllakis. "The Role of Languaging in Creating Zones of Proximal Development (ZPDs): A Long-Term Care Resident Interacts with a Researcher." Canadian Journal on Aging / La Revue canadienne du vieillissement 29, no. 4 (December 2010): 477–90. http://dx.doi.org/10.1017/s0714980810000644.

Full text
Abstract:
RÉSUMÉ“Cet article traite de la question: Quel est le rôle du <languaging> (la mise en mots) – l’élaboration et l’organisation des processus mentaux supérieures par la langue – dans les zones émergents de développement proximales (ZDPs) co-crée par deux adultes ? » Les deux adultes sont Mike, un résident dans un établissement de soins de longue durée, et un chercheur. Un zone proximale de développement (ZPD) est un processus continu cognitive/affective dans lequel l’apprentissage et le développement se produisent quand les participants interagissent. Ce processus est medié par le langage. Grâce à une analyse microgénétique d’extraits representatifs selectionnés à partir de 11 seances, nous illustrons comment les interactions entre Mike et le chercheur ont crée un contexte affectif et positif qui offre des possibilités multiples de ZDPs à émerger. Comme les ZDPs émergent, nous observons comment le <languaging> rassemble les composantes cognitives et affectives essentielles afin que le développement du participant peut continuer. Au fil du temps, Mike récupère l’expertise perdu et entreprend de nouveaux défis cognitivement complexes. Les résultats pour Mike comprennent à la fois le développement cognitif et un meilleur amour-propre.
APA, Harvard, Vancouver, ISO, and other styles
2

Mattar, João. "Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning." RIED. Revista Iberoamericana de Educación a Distancia 21, no. 2 (January 29, 2018): 201. http://dx.doi.org/10.5944/ried.21.2.20055.

Full text
Abstract:
The main objectives of this theoretical paper are to compare some constructivist-related learning theories and explore how they can be adequately used in educational technology and distance education. After a brief introduction, constructivism is defined as a general philosophy of education encompassing several different learning theories. The article then presents and discusses the following theories: situated cognition, activity theory, experiential learning, anchored instruction, and authentic learning. Connectivism or distributed learning is also presented as a new and important theory, including its pedagogical view and practice in massive open online courses (MOOCs). These theories are then organized in a coherent way, classified under the constructivist umbrella, pointing their common and distinctive features. Connectivism is positioned as a new philosophy of education for the digital age, making Vygotsky’s concept of zone of proximal development (ZPD) more flexible and stretching it to include learning that lies outside the learner, in social networks and technological tools. The text finally proposes further work on how these theories can be properly combined and used as frameworks for constructivist projects and activities in the fields of educational technology and distance education. The article is based on the search and review of peer-reviewed articles on constructivism, connectivism, the other aforementioned theories, and education technology and distance education._________________________________________________________Este artículo teórico pretende comparar algunas teorías de aprendizaje relacionadas con el constructivismo y explorar cómo pueden usarse adecuadamente en el campo de la tecnología educativa y la educación a distancia. Después de una breve introducción, el constructivismo queda definido como una filosofía general de la educación que abarca varias teorías de aprendizaje diferentes. El artículo presenta y analiza las siguientes teorías: cognición situada, teoría de la actividad, aprendizaje experiencial, instrucción anclada y aprendizaje auténtico. El conectivismo o aprendizaje distribuido también se presenta como una nueva e importante teoría, que incluye su visión pedagógica y práctica en cursos masivos y abiertos en línea (MOOCs). Organizamos estas teorías de manera coherente bajo el paraguas constructivista e indicamos las principales similitudes y diferencias entre ellas. El conectivismo se posiciona como una nueva filosofía de la educación para la era digital, flexibilizando y ampliando el concepto de Zona de Desarrollo Próximo (ZDP) de Vygotsky para incluir el aprendizaje que se encuentra fuera del alumno, en redes sociales y herramientas tecnológicas. El texto finalmente propone un trabajo adicional sobre cómo estas teorías pueden combinarse y utilizarse adecuadamente como marcos para proyectos y actividades constructivistas en los campos de la tecnología educativa y la educación a distancia. El artículo se basa en la investigación y revisión de artículos revisados por pares sobre el constructivismo, el conectivismo, las otras teorías mencionadas y la tecnología educativa y la educación a distancia.
APA, Harvard, Vancouver, ISO, and other styles
3

Bozhovich, E. D. "Zone of Proximal Development." Journal of Russian & East European Psychology 47, no. 6 (November 2009): 48–69. http://dx.doi.org/10.2753/rpo1061-0405470603.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Obukhova, L. F., and I. A. Korepanova. "The Zone of Proximal Development." Journal of Russian & East European Psychology 47, no. 6 (November 2009): 25–47. http://dx.doi.org/10.2753/rpo1061-0405470602.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Zaretskii, V. K. "The Zone of Proximal Development." Journal of Russian & East European Psychology 47, no. 6 (November 2009): 70–93. http://dx.doi.org/10.2753/rpo1061-0405470604.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Warford, Mark K. "The zone of proximal teacher development." Teaching and Teacher Education 27, no. 2 (February 2011): 252–58. http://dx.doi.org/10.1016/j.tate.2010.08.008.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Junefelt, Karin. "The Zone of Proximal Development and Communicative Development." Nordic Journal of Linguistics 13, no. 2 (December 1990): 135–48. http://dx.doi.org/10.1017/s0332586500002201.

Full text
Abstract:
This article deals with extensions of Vygotsky's (1978) theory of learning in the zone of proximal development. First, affect is added as an additional prerequisite Wertsch's (1979) extended version of it. Then, learning in the zone of proximal development is applied to communicative development. Finally, four main levels in the development from interindividual to intraindividual functioning of communication in the child are distinguished and exemplified.
APA, Harvard, Vancouver, ISO, and other styles
8

Gehlot, Lalit. "Cognitive Development by Zone of Proximal Development (ZPD)." Journal of Education Culture and Society 12, no. 2 (September 25, 2021): 432–44. http://dx.doi.org/10.15503/jecs2021.2.432.444.

Full text
Abstract:
Aim/Thesis: The aim of this research is to promote the use of the three concepts-- the Zone of Proximal Development (ZPD), the Gettier Problem, and Corpus Linguistics (Contextual Learning)--to increase the academic performance of early undergraduate engineering students. Concept/Methods: 30 Engineering students completed one untimed Mensa IQ Test of 10 questions and one Simon-Binet IQ Test of 50 random IQ questions with a 12 minute time limit. These 30 students were chosen from two different college sections: 15 students from each section. Before the second Simon-Binet Test, one group, G(a), was given ZPD scaffolding in three major topics — Working Memory, Fluid Reasoning and Spatial Reasoning —as they had answered questions based on these concepts incorrectly in their first Mensa IQ test. The second group, G(b), was not given the ZPD scaffolding. A statistical t-test that was later performed indicated that G(a), with scaffolding, outperformed G(b), without the scaffolding, in the second IQ test. Results and conclusion: Using the t-test, it is seen that the hypothesis of this research that ZPD, Gettier Problem and Corpus Linguistics can enhance the performance of the students in a short time period is correct. After the first Mensa IQ test, the level of both the groups G(a) and G(b) of engineering students was almost the same, indicated by a very similar mean results. However, after supporting G(a) utilizing ZPD, Gettier Problem and Corpus Linguistics for their three problem areas - Working Memory, Fluid Reasoning and Spatial Reasoning - identified after their first IQ test where the students needed scaffolding, the performance of this group improved more in comparison to G(b), as indicated by the results of the second online Simon-Binet Test. Research restrictions: It was not possible to provide all the random questions of the online Simon-Binet test given to all 30 students because the total number of questions would be 30*50=1500. Only the first ten questions of the Mensa IQ test are included in this research paper. Further, the third and fourth year engineering students are not included in this research as it is assumed that they have had already developed expertise and the effect of the investigated tools would not be clearly visible. Practical application: ZPD scaffolding was applied to the students when the students’ major problem areas were identified as requiring contextual learning and support. The Gettier Problem-- an epistemological concept-- was also used to keep their mind open at all the times during the learning process and Linguistics Corpus gave the contextual support as ZPD proposes the social-contextual mode of learning. Originality/Cognitive value: The paper presents empirical research on engineering students demonstrating the practical utility of ZPD, Gettier Problem and Corpus Linguistics in the process of learning, potentially irrespective of any discipline.
APA, Harvard, Vancouver, ISO, and other styles
9

Stanley, Nile V. "Gifted and the “Zone of Proximal Development”." Gifted Education International 9, no. 2 (September 1993): 78–80. http://dx.doi.org/10.1177/026142949300900203.

Full text
Abstract:
Identification of the gifted student is problematic. Prescription, the matching of student needs with program services, is perhaps even more precarious. To optimize potential and maximize achievement, diagnosis and instruction should be linked, on going, and based on state-of-the-art knowledge. Despite a burgeoning paradigm shift in the theory and practice of assessment in general, identification procedures for the gifted remain little changed. The bulk of the literature still recommends standardized, “product” measures of potential and achievement. Although status-quo recommendations include the use of multiple criteria, teacher judgment, and attention to cultural differences, scant endorsement is made for “process” measures. Dynamic assessment, based upon the Soviet psychologist Vygotsky's concept of the zone of proximal development (ZOPD), which measures the difference between what a learner can do alone and with appropriate guidance, has gained increased attention and suggests modification in the way the gifted are identified. This paper expounds upon the application of the dynamic assessment procedure (OAP) for the identification and instruction of the gifted. Pedagogical implications and conflicts to be resolved are also addressed.
APA, Harvard, Vancouver, ISO, and other styles
10

Silalahi, Rentauli Mariah. "UNDERSTANDING VYGOTSKY’S ZONE OF PROXIMAL DEVELOPMENT FOR LEARNING." Polyglot: Jurnal Ilmiah 15, no. 2 (August 24, 2019): 169. http://dx.doi.org/10.19166/pji.v15i2.1544.

Full text
Abstract:
<p>Vygotsky is the father of the Zone of Proximal Development (ZPD) theory who claims that a leaner can do what he can almost do alone with the presence of assistance. This literature study aims at investigating what factors need to be present for developing someone’s potential. From the literature study, it was found that there are six factors that need to be present, including assistance, mediation, cooperation, imitation, target and crises. With the presence of assistance from the more capable other and keeping attention to the six important factors, a learner will be able to do what he/she can almost do alone.</p><p><strong>BAHASA INDONESIA ABSTRAK: </strong>Vygotsky adalah penemu konsep Zona Perkembangan Proksimal yang menyatakan bahwa seseorang yang belajar akan mampu melakukan apa yang hampir dapat dilakukannya secara mandiri dengan tersedianya bantuan. Studi kepustakaan ini bertujuan untuk meneliti unsur apa saja yang penting untuk membantu perkembangan potensi seorang pelajar. Dari studi kepustakaan ditemukan bahwa ada enam unsur yang penting yakni bantuan, mediasi, kerjasama, kemampuan untuk meniru, sasaran dan masa sulit atau keluar dari zona nyaman. Dengan adanya bantuan dari orang yang lebih mampu dan kehadiran dari enam unsur tersebut, seorang pelajar akan mampu melakukan apa yang hampir dapat dilakukannya sendiri.</p>
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Zone of proximal development (ZDP)"

1

Maia, Vanessa Alexandra Fernandes. "Relatório da prática de ensino supervisionada em educação pré-escolar: a relevância da interação criança-criança em grupos heterogéneos no processo de aprendizagem." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/13611.

Full text
Abstract:
O presente relatório corresponde a uma descrição refletida do trabalho desenvolvido na Prática de Ensino Supervisionada em Educação Pré-Escolar, na instituição Centro Infantil Irene Lisboa (CIIL), em contexto de Creche e Jardim de Infância. Este apresenta, inicialmente, uma reflexão fundamentada cujo enfoque é o tema do relatório: a relevância da interação criança-criança em grupos heterogéneos no processo de aprendizagem, sustentada na perspetiva sócio histórica de Vygotsky, nomeadamente no conceito de zona de desenvolvimento próximo (ZDP ) e na abordagem de Lilian G. Katz acerca da contribuição da interação entre crianças de diferentes idades na educação. A sua abordagem metodológica foi desenvolvida ao nível da aplicação de questionários à equipa educativa e pais com quem desenvolvi a PES e da recolha e análise de situações de interação entre crianças em ambos os contextos; Abstract: Supervised Teaching Practice in Preschool Education - The importance of child-child interaction in heterogeneous groups in the learning process. This report corresponds to a description of the work reflected in the practice of supervised teaching in preschool education, in the institution “Centro Infantil Irene Lisboa” (CIIL), in the context of nursery and kindergarten. This presents initially a reasoned reflection whose focus is the subject of the report, the importance of child-child interaction in heterogeneous groups in the learning process in sustained socio historical perspective of Vygotsky, in particular the concept of zone of proximal development (ZDP) and Lilian G. Katz approach about the contribution of the interaction between children of different ages in education. Their methodological approach was developed to the level of application of questionnaires to parents and educational team who developed the PES and the collection and analysis of the interactions among children in both contexts.
APA, Harvard, Vancouver, ISO, and other styles
2

Silva, Ana Mendonça Ferreira da. "Prática de ensino supervisionada em educação pré-escolar: o processo de aprendizagem em grupos heterogéneos." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/11322.

Full text
Abstract:
Este trabalho resulta da pesquisa bibliográfica e da prática de ensino supervisionada (PES) em contexto de creche e jardim-de-infância. Tem como objetivo compreender o processo de aprendizagem em grupos heterogéneos e contribuir para uma reflexão pedagógica sobre a importância que deve ser dada nas constituições dos grupos no ensino pré-escolar. Os pressupostos teóricos que orientam este trabalho sustentam-se na perspetiva sócio histórica de Vygotsky, nomeadamente no conceito de zona de desenvolvimento próximo – ZDP, que destaca a importância das interações da criança com os outros seres mais competentes, adultos ou crianças. Como abordagem metodológica, optamos por uma recolha e análise de situações observadas na PES com aplicação de questionários à comunidade educativa. Obtivemos resultados com uma grande predisposição ao trabalho com grupos heterogéneos, por nós e por parte da comunidade educativa que considera esta forma de organização como um benefício para o desenvolvimento e aprendizagem das crianças; Abstract - Supervised Teaching Practice in Preschool Education - The learning process in heterogeneous groups This work is the result of bibliographic research and supervised teaching practice (PES) in context of crèche and pre-school. It has as objective to understand the process of learning in heterogeneous age groups and to contribute for a pedagogical reflection on the importance that must be given in the constitutions of the groups in early childhood education. The estimated theoreticians who guide this work support themselves in the perspective historical partner of Vygotsky, nominated in the concept of zone of proximal development - ZDP that detaches the importance of the interactions of the child with the other more competent beings, adult or children. As methodological boarding, we opt to a retraction and analysis of situations observed in the PES with application of questionnaires to the educative community. We got resulted with a great predisposition to the work with heterogeneous age groups, for us and on the part of the educative community that considers this form of organization as one I benefit for the development and learning of the children.
APA, Harvard, Vancouver, ISO, and other styles
3

Arruda, Juliana Silva. "Tecnologias digitais e emergÃncia de zonas de desenvolvimento proximal na sala de aula." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=17730.

Full text
Abstract:
CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
O Brasil vivencia um perÃodo de imersÃo tecnolÃgica em todas as Ãreas da sociedade, e a cada dia sÃo criadas tecnologias que potencializam as diversas atividades humanas. A escola deve acompanhar as mudanÃas advindas dos avanÃos tecnolÃgicos e ficar atenta Ãs novas possibilidades educacionais para desenvolver prÃticas contemporÃneas, a partir da inserÃÃo de computadores em atividades curriculares. Estes recursos possibilitam a interaÃÃo nas atividades em grupo, na troca de ideias e opiniÃes; ou para a pesquisa de outras realidades. Dessa forma, este estudo tem por objetivo analisar como o computador, por meio de recursos digitais, utilizados em atividades realizadas colaborativamente, pode fazer emergir Zonas de Desenvolvimento Proximal (ZDP). Esta pesquisa foi desenvolvida em uma escola pÃblica municipal de Aquiraz/CE, em grupos de dois ou mais aprendentes. Foi utilizada a metodologia qualitativa, com carÃter interpretativo. A tÃcnica de pesquisa envolveu a observaÃÃo participante, com anÃlise microgenÃtica, e, como instrumentos de coleta de dados, vÃdeos e diÃrios de campo. As atividades planejadas envolveram as disciplinas curriculares, o uso do computador e alguns recursos da Internet. Os procedimentos metodolÃgicos foram considerados a partir de uma abordagem microgenÃtica, e definidos com a fundamentaÃÃo de pesquisadores contemporÃneos, como ColaÃo et al. (2007) e Meira e Lerman (2009), que ampliaram e interpretaram novos conceitos da ZDP de Vygotsky (1994). Os resultados foram analisados de acordo com categorias, no momento da anÃlise dos dados. A primeira categoria â InteraÃÃo entre pares â foi detalhada como as atividades em grupo, e a participaÃÃo dos pares contribuiu no desenvolvimento de ZDP. A segunda categoria â InteraÃÃo com alguÃm mais experiente â envolveu contribuiÃÃes e assistÃncia de alguÃm mais experiente, contribuindo para facilitaÃÃo da aprendizagem. Na categoria seguinte â Suporte da tecnologia â foram detalhados o uso da tecnologia pelos alunos e as contribuiÃÃes desse recurso para os processos de ensino e aprendizagem. Na Ãltima categoria â Protagonismo estudantil â foi discutida a maneira como os alunos conseguiram ultrapassar seu nÃvel de desenvolvimento, podendo atuar como autores do prÃprio conhecimento, sendo observadas duas caracterÃsticas: Ativismo e Autonomia. Os resultados destacaram momentos em que os recursos, aliados à interaÃÃo entre pares, promovem e facilitam a emergÃncia de ZDP, acarretando aprendizagem e promovendo atuaÃÃes e posturas de autoria desses aprendentes em seu processo.
Brazil is experiencing a period of technological immersion in all areas of society and every day, technologies are created that power the various human activities. The school should monitor the resulting changes of technological resources and be open to new educational possibilities to develop contemporary practices, from the inclusion of computers in school activities. Computers are features that enable interaction in group activities, the exchange of ideas and opinions; or the research of other realities. Thus, this study aims to analyze how the computer through digital resources used in activities collaboratively, can emerge Proximal Development Zone (ZDP). This research was developed in a municipal school in Aquiraz / CE, in groups of two or more learners. Qualitative methodology with interpretative character was used. The research technique involved participant observation, with micro genetic analysis and as tools for collecting videos and daily data field. Planned activities included the curriculum subjects, the use of computer and some Internet resources. The methodological procedures were considered from a micro genetic approach, and defined with the statement of contemporary researchers, as Meira and Lerman (2009) and Colaco et al. (2007) which expanded and interpreted new concepts of the ZDP Vygotsky (1994). The results were analyzed according to categories at the time of data analysis. In the first category, interaction among peers, was detailed as group activities, and peer contribution contributed to the development of the zone. In the second category, interaction with someone more experienced, involved contributions and assistance from someone more experienced, contributing to facilitating learning. The next third, technology support, has detailed the use of technology by students and contributions of this resource for teaching and learning processes. In the last category, student Protagonism discussed how students managed to overcome their level of development and can act as author of knowledge itself, and observed two characteristics: Activism and autonomy. The results highlighted times when resources combined with peer interaction promote and facilitate the emergence of ZPD, resulting in learning, promoting performances and authoring postures of these learners in the process.
APA, Harvard, Vancouver, ISO, and other styles
4

Wiles, Bradford Broyhill. "Toward a theory of how young children learn to read in the ZPD: Implications for research and practice." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/32058.

Full text
Abstract:
The purpose of this position paper is to propose a comprehensive theoretical model of what can and does occur in the Zone of Proximal Development (ZPD) to extend thinking, learning and construction of meaning within a shared reading activity setting, including the development and emergence of language, literacy and social skills. By incorporating Lev Vygotskyâ s sociocultural perspective, Jean Piagetâ s dialectical learning, and the concepts of metacognition, mindfulness, and mind-mindedness, a model depicting the dynamics of a shared reading activity is proposed. Implications for research and practice are discussed, including suggestions for future research and ways to foster effective teaching practices.
Master of Science
APA, Harvard, Vancouver, ISO, and other styles
5

Bedell, Robert Irving. "Journey of Rediscovery: Less Control for More Learning." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27836.

Full text
Abstract:
Good student evaluations are not always the measure of a successful class, and in spite of my consistently high student evaluations, I knew something had been lost in my classes. In an effort to revitalize my teaching, to increase both student participation and instructor satisfaction, I undertook an experiment in which I taught two sections of the same literature survey differently. One class was taught as I had, of recent years, been teaching: primarily lecture. The second class was decentralized: circled seating arrangement, all participants (including me) seated, and a required student literary response journal. Change is much easier decided upon than implemented. Instructor discomfort when climbing out of teaching ruts can be strong enough to impede progress (temporarily) but is a sure sign of growth Although the decentralized classroom increases a sense of vulnerability, it also increases camaraderie. Class discussion can and does veer in unexpected directions but also leads to unanticipated insights and increased student involvement with the material. The instructor's job becomes more complicated because although there must be latitude for a range of responses, the class discussion must not be allowed to drift totally off topic. Thus, the instructor must have the restraint to allow students to express and defend their ideas, and must not rein in apparent misdirections too quickly. To do so would risk stifling student involvement and precluding significant new insights. One casualty of increased student participation in discussion is the amount of material that can be covered. The physical arrangement of a class in a circle encourages student discussion, but that decentralization is really more a function of attitude than of physical space. An essential component of the successful discussion class is the student literary response journal. The journal encourages students to focus on and wrestle with the reading assignment. In the process they can hone their analytic skills, preview and practice articulating their ideas, generate ideas for formal essays, and receive private, non-threatening encouragement from the instructor.
Ed. D.
APA, Harvard, Vancouver, ISO, and other styles
6

Smolinski, Conie Helena. "My penguin pal : o desenvolvimento da proficiência linguística através do jogo eletrônico : Club Penguin." Universidade do Vale do Rio dos Sinos, 2012. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3496.

Full text
Abstract:
Submitted by Mariana Dornelles Vargas (marianadv) on 2015-05-08T19:23:00Z No. of bitstreams: 1 penguin_pal.pdf: 2970755 bytes, checksum: e323baab15deb3b73a8f9191a0da9960 (MD5)
Made available in DSpace on 2015-05-08T19:23:00Z (GMT). No. of bitstreams: 1 penguin_pal.pdf: 2970755 bytes, checksum: e323baab15deb3b73a8f9191a0da9960 (MD5) Previous issue date: 2012-03-07
Nenhuma
O presente estudo investiga os efeitos da inserção do jogo eletrônico Club Penguin (disponível em videogame e em ambiente virtual - www.clubpenguin.com) nas aulas particulares de inglês como segunda língua (L2) a alunos gêmeos, de 7 anos, em processo de alfabetização. O advento da tecnologia trouxe consigo uma cultura própria - a cibercultura, que também envolve as crianças e que pode ser explorada para potencializar a aprendizagem. Utilizamos, nesta pesquisa, uma base teórica sociocultural, fundamentada no trabalho de Vygotsky, e fizemos uma releitura desta, considerando-a para o contexto de jogos eletrônicos. Os dados foram coletados utilizando-se gravações de áudio e vídeo, bem como diário de campo e documentos gerados nas aulas, durante o segundo semestre de 2010. Através de análise qualitativa, verificamos que as características do brincar e do aprender se ampliam no ambiente digital, bem como as possibilidades de interações entre os jogadores. Observamos que os participantes desta pesquisa tiveram avanços na Zona de Desenvolvimento Proximal, propiciados pela prática do andaimento entre pares ou com a professora. Eles também se apropriaram de vocabulário, de estruturas e da cultura da língua alvo, aumentaram o tempo dedicado ao jogo (e, consequentemente, ao estudo da L2) e ampliaram o uso da L2 em aula.
The present study examines the effects of the introduction of the electronic game Club Penguin (available in videogame and in virtual environment - www.clubpenguin.com) into the private English classes as a second language (L2) to seven-year-old twin students. The advance in technology has brought up its own culture – the cyberculture, which also fascinates kids and may be explored to enhance learning. We have used, for this research, a sociocultural theoretical base, grounded on the work of Vygotsky, and we have looked at a new approach of that, considering it to the context of electronic games. The data has been collected through audio and video recordings, and through the diary and documents produced in class, during the second semester of 2010. By means of qualitative analysis, we have noticed that the characteristics of playing and learning are amplified in the digital environment, as well as the possibilities of interactions among players. We have assessed that the participants of this research have had progress at the Zone of Proximal Development, stimulated by the practice of scaffolding among pairs or with the teacher. They have also acquired the L2 vocabulary, structures and culture; increased the time dedicated to the game (and, consequently, to L2 study); and expanded the use of L2 in class.
APA, Harvard, Vancouver, ISO, and other styles
7

Margalef, i. Marrugat Jordi. "La docència d'enginyeria electrònica: directrius per al disseny de la instrucció presencial i a distància." Doctoral thesis, Universitat Ramon Llull, 2007. http://hdl.handle.net/10803/9148.

Full text
Abstract:
La idea principal d'aquesta tesis és la discussió sobre si les pràctiques presencials poden ser substituïdes per les no presencials utilitzant sistemes de teleformació.

Partint d'aquest concepte, les dues idees principals que s'aporten en aquesta tesi són
com un simulador pot cobrir l'ensenyament de la pràctica i quines directrius podem extraure per a l'ensenyament no presencial i la instrucció dins un laboratori virtual.

Conjuntament amb això, per donar solidesa a les conclusions que les dades ofereixen es fa una revisió de les teories de l'aprenentatge escollint les que més s'adiuen amb l'ensenyament de continguts procedimentals. Aquest marc teòric serà el que el permetrà donar directrius per a la creació de laboratoris virtuals en els estudis d'Enginyeria.

És finalitat d'aquest estudi mostrar que les actuacions docents i processos d'aprenentatge efectius, ho són perquè se sustenten en explicacions coherents que tenen a veure amb com el subjecte aprèn (i per tant com, a partir d'aquí, el docent ensenya).

S'ha de tenir present que aquesta tesi, a part del camí de recerca que obre i de les
aportacions que poden servir per treballs futurs, fa una revisió a fons de l'assignatura
d'Electrònica, seguint l'esquema de treball que hem exposat fins ara:

a) Revisió de la teoria precedent (aprenentatge, coneixement de conceptesabstractes)

b) Aplicació a la matèria i al centre en concret (apropament de la teoria a lapràctica docent quotidiana)

c) Validació experimental (disseny quasiexperimental i anàlisi de resultats)

d) Obtenció de directrius per al disseny instruccional
La idea principal de esta tesis es la discusión sobre si las prácticas presenciales pueden
ser sustituidas por las no presenciales utilizando sistemas de teleformación.

Partiendo de este concepto, las dos ideas principales que introducimos en esta tesis son
como un simulador puede cubrir la enseñanza de la práctica y que directrices podemos extraer para la enseñanza a distancia no presencial y la instrucción dentro de un
laboratorio virtual.

De igual forma, para dar solidez a las conclusiones que los datos ofrecen se hace una
revisión de las teorías del aprendizaje escogiendo las que más congenian con la
enseñanza de contenidos procedimentales. Este marco teórico será el que el permitirá
dar directrices para la creación de laboratorios virtuales en los estudios de Ingeniería.
Es finalidad de este estudio, mostrar que las actuaciones docentes y procesos de aprendizaje efectivos, lo son porque se sustentan en explicaciones coherentes que tienen a ver con la forma de cómo aprende el sujeto (y por tanto como, a partir de aquí, el docente enseña).

Hay que tener presente que esta tesis, además del camino de investigación que abre y de
las aportaciones que pueden servir para trabajos futuros, hace una revisión a fondo de la
asignatura de Electrónica, siguiendo el esquema de trabajo que hemos expuesto hasta
ahora:

a) Revisión de la teoría precedente (aprendizaje, conocimiento de conceptos abstractos)

b) Aplicación a la materia y al centro en concreto (acercamiento de la teoría a la
práctica docente cotidiana)

c) Validación experimental (diseño casi-experimental y análisis de resultados)

d) Obtención de directrices para al diseño instruccional
The main goal of this thesis is to discuss whether it is possible to substitute learning in a classroom setting for learning out of the classroom setting via online training systems.

Parting from this concept, the two main ideas this thesis deals with are how a simulator
can cover the teaching of practical aspects and the rules we can apply to non attended
learning and instruction within a virtual laboratory.

In order to provide solidity to the conclusions offered we have revised the theories on
learning, choosing those which are easier to apply to the teaching of practical contents.

This theoretical setting will allow us to provide instructions for the creation of virtual
laboratories within the Engineering studies.

Our aim is to show that effective teaching and learning processes are so because they are based on coherent explanations related to how the person learns (and how, parting from this, the teacher teaches).

Besides the doors it opens for research and the contributions it makes to future work,
this thesis does an in depth revision of the Electronics subject, following the work
process presented up to now:

a) Revision of previous theory (learning and knowledge of abstract concepts)

b) Application to the specific matter and centre (bringing theory closer to the daily teaching practice).

c) Experimental validation (nearly experimental design and results analysis)

d) Achievement of rules for instructional design
APA, Harvard, Vancouver, ISO, and other styles
8

Russel, Hartley Brenda. "Patterns of propleptic challenge in whole-class communication strategies : How language is used to optimise cognitive within the concept of Vygotsky's zone of proximal development (ZPD)." Thesis, University of Leeds, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531623.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Swanepoel, Nadia. "Teaching English reading comprehension to Grade 2 First Additional Language learners." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60983.

Full text
Abstract:
English reading comprehension is an educational challenge worldwide. This study investigated how Grade 2 teachers teach English reading comprehension to First Additional Language (FAL) learners at three selected independent schools in Gauteng where the language of learning and teaching (LoLT) is English. Three English medium independent schools in Gauteng, South Africa participated in the study. The participants at each research site consisted of Grade 2 teachers (main participants) and Grade 2 learners (secondary participants). Grade 2 teachers were selected purposively on the criteria that they had taught for more than two years and were teaching English reading comprehension to Grade 2 FAL learners. This study followed a qualitative approach, and was situated within the interpretivist paradigm. The research design accommodated a case study. The conceptual framework was based on the revised taxonomy by Krathwohl and Anderson for questioning which integrated the role of the teacher in a reading lesson. The three stages of reading, before reading, during reading and after reading were divided into the different levels of thinking and reasoning as suggested in Vygotsky's Zone of Proximal Development (ZPD) theory. The data collection strategies were semi-structured interviews with Grade 2 teachers; observing reading lessons they gave; and keeping a journal in which personal reflections on the investigation into teaching and learning practices were documented. Once data was collected, the recordings of the semi-structured interviews were transcribed. The observation checklists and the reflection journal entries were analysed. Data was analysed using a coding process and five themes and twelve sub-themes emerged. The findings show that the interactive approach was common in the teaching of English reading comprehension. However, parental involvement, the availability of the trained teachers and appropriate resources were necessary. A learner's individual reading needs and reasoning ability have to be considered through the use of differentiated teaching practices. Questioning throughout the reading process improves a learner's understanding of the text.
Die leesbegrip van Engels is 'n wêreldwye uitdaging. Hierdie studie het ondersoek hoe Graad 2-onderwysers onderrig in leesbegrip in Engels aan leerders van Engels as Eerste Addisionele Taal gee by drie uitgesoekte onafhanklike skole in Gauteng waar die taal van leer en onderrig (TLO) Engels is. Drie onafhanklike Engelsmediumskole in Gauteng, Suid-Afrika het aan die studie deelgeneem. By elke skool was die deelnemers Graad 2-onderwysers (hoofdeelnemers) en Graad 2-leerders (sekondêre deelnemers). Graad 2-onderwysers is doelbewus gekies op grond van die kriterium dat hulle langer as twee jaar onderrig gegee het en ten tye van die studie Graad 2-EAT-leerders onderrig het. Die studie volg 'n kwalitatiewe benadering binne die interpretivistiese paradigma. Die navorsingsontwerp behels 'n gevallestudie. Die konseptuele raamwerk is gebaseer op Krathwohl en Anderson se hersiene taksonomie van vraagstelling wat die onderwyser se rol in 'n leesles integreer. Die drie leesstadia voor, gedurende en na lees word in die verskillende vlakke van lees en redenering verdeel, soos wat in Vygotsky se teorie van die Sone van Naaste Ontwikkeling (ZPD) aan die hand gedoen word. As dataversamelingstrategieë is semigestruktureerde onderhoude met Graad 2-onderwysers gevoer, lesse waargeneem en 'n joernaal gehou waarin persoonlike besinning oor die ondersoek van onderrig- en leerpraktyke gedokumenteer is. Na dataversameling is die opnames van die semigestruktureerde onderhoude getranskribeer. Die waarnemings-kontrolelyste en die inskrywings in die besinningsjoernaal is ontleed. Data is met behulp van 'n koderingsproses ontleed, wat vyf temas en twaalf subtemas na vore gebring het. Daar is bevind dat die interaktiewe benadering algemeen in die onderrig van leesbegrip van Engels gebruik word. Die betrokkenheid van ouers, beskikbaarheid van opgeleide onderwysers en geskikte hulpbronne was egter noodsaaklik. Leerders se individuele leesbehoeftes en redeneringsvermoë moet by wyse van gedifferensieerde onderrigpraktyke in aanmerking geneem word. Leerders se begrip van die teks verbeter wanneer vrae in die loop van die leesproses gestel word.
Dissertation (MEd)--University of Pretoria, 2016.
Early Childhood Education
MEd
Unrestricted
APA, Harvard, Vancouver, ISO, and other styles
10

Hallberg, Österberg Anna-Carin. "Fonemisk medvetenhet i förskolan. : En studie om hur pedagoger i förskolan arbetar med fonemisk medvetenhet." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68256.

Full text
Abstract:
Language development is a part of what pre-school teachers are supposed to teach children in pre-school and reading books, singing songs and rhyming is something that goes on although it isn’t always thought of how or why it is done. Phonological awareness, as just mentioned, is something that pre-school teachers work with on an everyday basis. The purpose of this study is to see how pre-school teachers work with the part of the phonological awareness that is called phonemic awareness. This study aims to see how pre-school teachers teach how the letters of the alphabet sounds and what words sounds like in the beginning, in the middle and at the end of words and how the children in pre-school get to learn how to use these sounds in their language development. The methodology used in this study is semistructured interviews with pre-school teachers. The results of the interviews conducted in this study show that pre-school teachers have several different ways to teach young children in the preschool about phonemic awareness.
Språkutveckling är en del av vad förskollärare ska undervisa barn i förskolan och att läsa böcker, sjunga sånger och rimma är något som hela tiden pågår, men det är inte alltid att det tänks till på hur eller varför det görs. Fonologisk medvetenhet, som just nämnts, är något som förskollärare arbetar med på vardaglig basis. Syftet med denna studie är att se hur förskollärare arbetar med den del av den fonologiska medvetenheten som kallas fonemisk medvetenhet. Denna studie syftar till att se hur förskollärare lär ut hur bokstäverna i alfabetet låter och hur ord låter i början, i mitten och i slutet av orden och hur barnen i förskolan lär sig att använda dessa ljud i sin språkutveckling. Den metod som använts i studien är semistrukturerade intervjuer med förskollärare. Resultaten av de intervjuer som genomfördes i denna studie visar att förskollärare har flera olika sätt att lära unga barn i förskolan om fonemisk medvetenhet.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Zone of proximal development (ZDP)"

1

Steward, Elizabeth Petrick. Beginning writers in the zone of proximal development. Hillsdale, N.J: L. Erlbaum Associates, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Guy, Williams. The zone of proximal development: The relationship between learning and development and its implications for assessment. Birmingham: Birmingham Polytechnic, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Rowe, Ann E. How do settings foster and support the zone of proximal development in young children's learning?. Oxford: Oxford Brookes University, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Steward, Elizabeth Petri. Beginning Writers in the Zone of Proximal Development. Routledge, 2012. http://dx.doi.org/10.4324/9780203062937.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Petrick-Steward, Elizabeth. Beginning Writers in the Zone of Proximal Development. Routledge, 2012. http://dx.doi.org/10.4324/9780203052716.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Petrick-Steward, Elizabeth. Beginning Writers in the Zone of Proximal Development. Taylor & Francis Group, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Steward, Elizabeth Petri. Beginning Writers in the Zone of Proximal Development. Lawrence Erlbaum, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Attwell, Graham. Searching, Lurking, and the Zone of Proximal Development (e-learning in small and medium enterprises in Europe). Edited by Graham Attwell. Pontydysgu (UK), 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Spielman-Davidson, Sylvia Justina. Collaborative dialogues in the zone of proximal development: Grade eight French immersion students learning the conditional tense. 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Carruthers, Peter. Language in Cognition. Edited by Eric Margolis, Richard Samuels, and Stephen P. Stich. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.013.0016.

Full text
Abstract:
The article discusses the ways in which natural language might be implicated in human cognition. The Soviet psychologist Lev Vygotsky developed his ideas on the interrelations between language and thought, both in the course of child development and in mature human cognition. One of Vygostky's ideas concerned the ways in which the language deployed by adults can scaffold children's development, yielding what he called a ‘zone of proximal development’. He argued that what children can achieve alone and unaided is not a true reflection of their understanding. Vygotsky focused on the overt speech of children, arguing that it plays an important role in problem solving, partly by serving to focus their attention, and partly through repetition and rehearsal of adult guidance. Clark draws attention to the many ways in which language is used to support human cognition, ranging from shopping lists and post-it notes, to the mental rehearsal of remembered instructions and mnemonics, to the performance of complex arithmetic calculations on pieces of paper. Researchers have claimed that animals and pre-verbal infants possess a capacity for exact small-number judgment and comparison, for numbers up to three or four. There is also some evidence that natural language number-words might be constitutive of adult possession and deployment of exact number concepts, in addition to being developmentally necessary for their acquisition.
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Zone of proximal development (ZDP)"

1

Rowberry, Justin, Michael D. Powers, Lawrence David Scahill, Fred R. Volkmar, and Thomas Fernandez. "Zone of Proximal Development (ZPD)." In Encyclopedia of Autism Spectrum Disorders, 3421. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1631.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Volkmar, Fred R. "Zone of Proximal Development (ZPD)." In Encyclopedia of Autism Spectrum Disorders, 1–2. New York, NY: Springer New York, 2018. http://dx.doi.org/10.1007/978-1-4614-6435-8_1631-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Volkmar, Fred R. "Zone of Proximal Development (ZPD)." In Encyclopedia of Autism Spectrum Disorders, 5254–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1631.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Roth, Wolff-Michael. "Zone of Proximal Development." In Encyclopedia of Critical Psychology, 2101–5. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_334.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Silverman, Sarah Kozel. "Zone of Proximal Development." In Encyclopedia of Child Behavior and Development, 1590. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_3131.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Podolskiy, Andrey I. "Zone of Proximal Development." In Encyclopedia of the Sciences of Learning, 3485–87. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_316.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ness, Ingunn Johanne. "Zone of Proximal Development." In The Palgrave Encyclopedia of the Possible, 1–6. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-98390-5_60-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Roth, Wolff-Michael. "Zone of Proximal Development in Mathematics Education." In Encyclopedia of Mathematics Education, 1–4. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-77487-9_156-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Roth, Wolff-Michael. "Zone of Proximal Development in Mathematics Education." In Encyclopedia of Mathematics Education, 913–16. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_156.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Roth, Wolff-Michael, and Alfredo Jornet. "Genesis of the Zone of Proximal Development." In Understanding Educational Psychology, 247–64. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39868-6_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Zone of proximal development (ZDP)"

1

Reynoso, Luis, Sergio Romero, and Fernando Romero. "Towards a formal model of the pedagogic discourse and the Zone of Proximal Development (ZPD) of Vygotsky." In 2012 11th IEEE International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2012. http://dx.doi.org/10.1109/icci-cc.2012.6311201.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Cowling, Michael, and Robert Vanderburg. "An Interactive Virtual Reality Physics Instructional Environment based on Vygotskian Educational Theory." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0116.

Full text
Abstract:
Physics Education is a popular application for Virtual Reality (VR), with many simulations being available for students to manipulate objects in virtual space. However, most of these applications take a Piagetian approach to learning, instructing first in a traditional way and then exposing students to VR in a sandbox environment without the instructor present. This paper proposes a design for a VR physics simulation that takes a Vygotskian approach using Zone of Proximal Development (ZPD) and scaffolding to teaching physics, allowing the students and instructor to collaborate in virtual space. Using gravity and circular motion as a case study, this paper discusses a design to facilitate this learning comprising a virtual universe with control of planet placement and size, external satellite placement and size, as well as gravitational forces acting on these objects, along with a design-based research (DBR) research design to evaluate both usability and learning for the intervention.
APA, Harvard, Vancouver, ISO, and other styles
3

Gutmann, Brianne, Gary Gladding, Morten Lundsgaard, and Timothy Stelzer. "Mastery learning in the zone of proximal development." In 2017 Physics Education Research Conference. American Association of Physics Teachers, 2018. http://dx.doi.org/10.1119/perc.2017.pr.034.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Anderson, Nicole, and Tim Gegg-Harrison. "Learning computer science in the "comfort zone of proximal development"." In Proceeding of the 44th ACM technical symposium. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2445196.2445344.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Gailis, Janis, and Stig Nordheim. "INFORMATION SYSTEMS DEVELOPMENT: A HERMENEUTIC PERSPECTIVE ON STUDENTS’ ZONE OF PROXIMAL DEVELOPMENT." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0833.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lavin, Richard. "OPERATIONALIZING THE ZONE OF PROXIMAL DEVELOPMENT IN FOREIGN LANGUAGE WRITING INSTRUCTION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1454.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Sinclair, Arabella, Jon Oberlander, and Dragan Gasevic. "Finding the Zone of Proximal Development: Student-Tutor Second Language Dialogue Interactions." In SEMDIAL 2017 (SaarDial) Workshop on the Semantics and Pragmatics of Dialogue. ISCA: ISCA, 2017. http://dx.doi.org/10.21437/semdial.2017-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Zhang, Suojuan, Wenqian Lai, Jinyu Song, Xiaohan Yu, Xianglin Liao, and Jiandong Hao. "Scaffolding Instruction Design Research Based on Zone of Proximal Development of Learning Community." In 2018 Seventh International Conference of Educational Innovation through Technology (EITT). IEEE, 2018. http://dx.doi.org/10.1109/eitt.2018.00061.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Andreassen, Kristin, Wenche Lyche, and Sigrid Haugen. "THE DIGITAL WORKSHOP ZONE OF PROXIMAL DEVELOPMENT – STUDENT SHOPPING AMONGST ADVANCED PRODUCTION PROCESSES." In 21st International Conference on Engineering and Product Design Education. The Design Society, 2019. http://dx.doi.org/10.35199/epde2019.89.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

De Beer, Josef. "THE ZONE OF PROXIMAL TEACHER DEVELOPMENT UNDER THE MICROSCOPE: REFLECTIONS OF A TEACHER EDUCATOR." In 4th Teaching & Education Conference, Venice. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/tec.2017.004.002.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Zone of proximal development (ZDP)' for particular source types:
Journal articles Dissertations / Theses
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography