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2 results

  • Chapter 1 - Cultural-Historical Psychological Theory

  • Lynda D. Stone, California State University, Sacramento, Tabitha Hart, San José State University, California
  • Book:
    Sociocultural Psychology and Regulatory Processes in Learning Activity
    Published online:
    30 September 2019
    Print publication:
    17 October 2019, pp 12-30

  • Summary

    In Chapter 1, we present an overview of Vygotsky’s cultural-historical activity theory (CHAT), including an explanation of how regulatory processes arise from the routine practices of social life. As part of this overview, we provide an explicit definition of cultural practices. To elaborate how a practice perspective is beneficial for understanding behavioral regulation, we describe how basic elements of an activity theoretic framework capture defining elements of a social practice. This framework offers a useful model for conceptualizing and observing how social practices come into existence and bring/create contextual resources that influence behavioral regulation. These resources are contextually embedded and include such elements as cultural tools, sign systems and symbols, goal-directed activities, and tasks. To better understand how regulatory processes emerge from participation in a community’s valued activities, we offer definitions of self-, other-, and co-regulation from a practice perspective.

Sociocultural Psychology and Regulatory Processes in Learning Activity
  • Contributions of Cultural-Historical Psychological Theory
  • Lynda D. Stone, Tabitha Hart
  • Published online:
    30 September 2019
    Print publication:
    17 October 2019
  • Written by educational researchers and professionals working with children and adolescents in and out of school, this book shows how self-regulation involves more than an isolated individual's ability to control their thoughts and feelings, particularly in a learning environment. By using Vygotsky's cultural-historical psychological theory, the authors provide a unique set of four analytical lenses for a better understanding of how self-regulation, co-regulation, and other-regulation function as a system of regulatory processes. These lenses move beyond a focus on solitary individuals, who self-regulate behavior, to centre on individuals as relational, agential, and contextually situated. As agents, teachers and their students build their learning contexts and are influenced by these self-engineered contexts. This is a dynamic perspective of a social context and underlies the view that regulatory processes are an integral part of a functional system for learning.