当前幼儿教育的理论与实践都存在着过度依赖心理学而相对忽视社会学、文化学等倾向。
There exists a tendency in contemporary theories and practice of ECE to over-rely on psychology whereas the social and cultural perspective is ignored.
该理论认为知识一定是在个体的认知结构中被主动建构的，因此它基本上是个体性的，但同时依赖于经验和社会交流。
The theory assumes that knowledge is actively constructed in individual cognitive structure and therefore, it is basically individual but depending on the same experience and social communications.
几乎每个文章都提出一个有关于疟疾与气候的依赖性而基于生物理论的模型，包括了气候变暖会给经济，科技和社会带来的影响，还有一些是模型无法囊括的。
Pretty much every paper presenting a biology-based model of malaria's dependence on climate contains a warning that changes in economy, technology and society matter too, and aren't in the model.
维果茨基的社会文化理论揭示了知识建构中个体和社会相互依赖的性质。
Vygotsky's sociocultural theory reveals the interdependence between the individual and society in the construction of knowledge.
帕兰梯和普雷斯科特的理论：一个社会的生产力不仅仅依赖于有用的知识的积累，而且还依赖于这个社会对于生产力加上的约束。
Parente and Prescott's theory: a society's productivity does depend on the set of constraints society imposes as well as the stock of useful knowledge.
帕兰梯和普雷斯科特的理论：一个社会的生产力不仅仅依赖于有用的知识的积累，而且还依赖于这个社会对于生产力加上的约束。
Parente and Prescott's theory: a society's productivity does depend on the set of constraints society imposes as well as the stock of useful knowledge.
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