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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: http://dx.doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

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Greetings from Our Foreign Colleagues 16

Perret-Klermont A.-N., Dr., Professor, Institute of Psychology and Education, University of Neuchatel, Neuchatel, Switzerland, anne-nelly.perret-clermont@unine.ch
Wertsch J.V., Ph.D., Professor, University of Washington, Washington, USA, jwertsch@wustl.edu
Francis D., Ph.D. in Psychology, Chairman of the Department, Director, estimates and statistics, University of Houston, Houston, USA, dfrancis@uh.edu
Dafermos M., Doctor in Philosophy, Assistant professor of Epistemology of Psychology, Department of Psychology, School of Social Sciences, University of Crete, Crete, Greece, mdafermo@uoc.gr
Daniels H., Ph.D., Professor, Fellow of Green Templeton College, Department of Education, Oxford, Great Britain , harry.daniels@education.ox.ac.uk
Veresov N.N., Ph.D. in Psychology, Associate Professor, Faculty of Education, Monash University, Melbourne, Australia, nveresov@hotmail.com
Vasilev V.K., Doctor in Psychology, Professor, Department of Psychology, University of Plovdiv “Paisii Hilendarski”, Plovdiv, Bulgaria, veselin_vasilev@abv.bg
Levterova D., Doctor in Psychology, Professor, dean of Education faculty, University of Plovdiv "Paisii Hilendarski", Plovdiv, Bulgaria, doralg@uni-plovdiv.bg
Veggetti M.S., Ph.D. in Psychology, Prof of General Psychology, Master Programme Pedagogy and Educational Sciences, Sapienza University of Rome, Rome, Italy, serena.veggetti@gmail.com
A Part of Article

Dear Vitaly, the celebration of your 70th birthday is a wonderful opportunity to thank you for many reasons. First, for your remarkable contributions to educational theory and practice. Standing on the shoulders of your important predecessors, aware of the role of social interactions for cognitive development, you have drawn attention to the need to consider not only adult-child but also child-child interactions. This has led you to invite educators and researchers to investigate with care the organization of the relationships in which students get involved in group work. You have found that cooperation is not sufficient. Reflection on the joint activity should be built into the pedagogical tasks to foster second-level understanding and facilitate the transition to a more efficient activity and to a further development of students' skills. This is an important inspiration for my on-going research work.

For Reference

References
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