Revisiting VygotskyTools of the Mind
The emerging body of neuroscience research discussed earlier in this chapter has produced a renewed interest in social constructivism (Barnett, Junga, Yarosza, & Thomasa, 2008; Bodrova & Leong, 2001; Lynch, 2016). Many of the studies seem to confirm Vygotsky’s theories about the importance of symbolic representation and learning as a scaffolded process.
Elena Bodrova and Debra Leong first published Tools of the Mind in 1996. This approach focused on the development of self-regulation, teaching literacy and math through socially mediated processes, and play.
Basic Principles
Essentially, Bodrova and Leong (2005, p. 30) believe “learning to control impulsive behavior is the most critical requirement for young children.” The premise of this statement is that in order to achieve academic success later in life, an individual must be able to focus, avoid distractions, plan and organize time, carry through an assignment from start to finish, and get along with others. These are traits that require perception, memory, attention, and the ability to talk oneself through a problem or dilemma (Bodrova & Leong, 2007). But in contrast to using a system of rewards, punishments, and reinforcement, the curriculum is based on the idea that children develop the “tools of the mind” through activities designed to promote these qualities and extensive experiences and opportunities to engage in sociodramatic play.