Tools of the Mind: 30 years of implementing a Vygotskian-based ECE program in US preschools and kindergartens with Elena Bodrova and Deborah J. Leong

Tuesday, September 3rd at 9:00 am Pacific Daylight Savings Time

Elena Bodrova, Ph. D., Co-Founder and Knowledge advisor, Tools of the Mind, Inc

Deborah J. Leong, Ph. D., Co-Founder and President, Tools of the Mind, Inc, Professor Emerita of Psychology Metropolitan State University of Denver

Contact Francine Smolucha at lsmolucha@hotmail.com for the ZOOM link to join the session.

Summary: Children attending the Tools of the Mind preschool and kindergarten programs have shown increased motivation, cognitive functioning, and academic achievement. One of the educational activities in the Tools program is the use of guided pretend play to assist child-initiated play in furthering self-regulation. According to Vygotsky, self-regulation is a pre-requisite for the development of all Higher Psychological Functions including focused attention, emotional regulation, thinking in concepts, imagination, and will (self-motivation).

Readings:

Bodrova, E., & Leong, D. J. (2019). Tools of the mind: The Vygotskian-based early childhood program. Journal of Cognitive Education and Psychology, 17(3), 223-237.

Bodrova, E., & Leong, D. J. (2018). Tools of the mind: A Vygotskian early childhood curriculum. International handbook of early childhood education, 1095-1111.

Bodrova, E., & Leong, D. J. (2018). Making Play Smarter, Stronger, and Kinder: Lessons from Tools of the Mind. American Journal of Play 12(1), 37-53.

Bodrovam E., Leong, D.J, & Akhutina, T.V. (2011). When everything new is well-forgotten old: Vygotsky/Luria insights in the development of executive functions. In R. M. Lerner, J. V. Lerner, E. P. Bowers, S. Lewin-Bizan, S. Gestsdottir, & J. B. Urban (Eds.), Thriving in childhood and adolescence: The role of self-regulation processes. New Directions for Child and Adolescent Development, 133, 11–28.