Problem: What it means?
The orienting concepts for understanding cultural processes that I develop in this book stem from the sociocultural (or cultural-historical) perspective. This approach has become prominent in recent decades in the study of how cultural practices relate to the development of ways of thinking, remembering, reasoning, and solving problems (Rogoff & Chavajay, 1995). Lev Vygotsky, a leader of this approach from early in the twentieth century, pointed out that children in all communities are cultural participants, living in a particular community at a specific time in history. Vygotsky (1987) argued that rather than trying to "reveal the eternal child," the goal is to discover "the historical child."