Dewey, Vygotsky, and the Exclusion of Imagination From Kindergarten Writing Instruction

• In Event: Poster Session 8
  In Poster Session: Research in Early Education and Child Development

Abstract

Concerns about the reduction of opportunities for dramatic play in kindergarten are well documented, but less is known about the status and uses of imagination-based writing in kindergarten. This instrumental case study examines kindergarten writing instruction as exemplified by two dominant forces in the field, the Common Core State Standards for English Language Arts and Lucy Calkins’ Units of Study writing curriculum. Dewey’s (1902/91) theory on motivation to learn and Vygotksy’s (1978) on the acquisition of imaginative thought provide the overarching theoretical framework. Findings suggest imagination-based writing is seriously depressed in the kindergarten and out of sync with accepted theory and research. Long term implications for all children, but for non-mainstream children in particular are discussed.

Author

• Patsy Cooper, Queens College, City University of New York