Abstract
The role of social interaction in guiding children’s development is receiving increasing attention as an explanation for children’s rapid learning (Azmitia, 1988; Newman, Griffin, & Cole, 1989; Rogoff, 1986, 1990; Valsiner, 1987; Vygotsky, 1978; Wertsch, 1979). This increasing emphasis on the facilitating role of adults and peers helps to place child development in context, rather than focusing on individual children as if they develop in a vacuum, uninfluenced by the people around them and by the social and technological inventions they learn to employ.
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Rogoff, B., Mistry, J., Radziszewska, B., Germond, J. (1992). Infants’ Instrumental Social Interaction with Adults. In: Feinman, S. (eds) Social Referencing and the Social Construction of Reality in Infancy. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-2462-9_13
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DOI: https://doi.org/10.1007/978-1-4899-2462-9_13
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