Every storyteller soon discovers the difference between putting a story inside children and trying to extract it with comprehension questions and putting children inside a story and having them act it out. Teachers may experience this as a difference in "difficulty", or in the level of motivation and enthusiasm, or even in the engagement of creativity and imagination, and leave it at that. This book explores the divide more critically and analytically, finding symmetrical and even complementary problems and affordances with both approaches. First, we examine what teachers actually say and do...

Every storyteller soon discovers the difference between putting a story inside children and trying to extract it with comprehension questions and putting children inside a story and having them act it out. Teachers may experience this as a difference in "difficulty", or in the level of motivation and enthusiasm, or even in the engagement of creativity and imagination, and leave it at that. This book explores the divide more critically and analytically, finding symmetrical and even complementary problems and affordances with both approaches. First, we examine what teachers actually say and do...

This book is the second volume in a series presenting new English translations of L.S. Vygotsky’s writings on the holistic science of the child he called “pedology”. It presents unique materials which reflect the development of Vygotsky’s theoretical position at the last stage of his creative evolution in 1932-1934 and contributes to the number of original Vygotsky texts available in English. It includes the problem of age and age periodization; the structure and dynamics of age, psychological characteristics of age crises and diagnostics of development in relation to age, and the...