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Analyzing Children's Learning and Development in Everyday Settings from a Cultural-Historical Wholeness Approach
- Source :
- Mind, Culture, and Activity. 19:127-138
- Publication Year :
- 2012
- Publisher :
- Informa UK Limited, 2012.
-
Abstract
- The main point in this article is to conceptualise how demands connected to children's life conditions influence both children and caregivers. To pursue this aim I advocate an extension of Vygotsky's cultural-historical theory of children's learning and development. Vygotsky pursued a wholeness approach to children's development with his concept of “the child's social situation of development” as the child's dialectic experiential and motivational relation with his or her surrounding. This conception I extend with the concepts of institutional practice and activity setting. The conditions for children's activities are the institutional practice and its activity settings. But a child's activities in these settings also has to be seen from the child's perspective, that is, his or her motive orientation. To focus on the child's motive within an activity setting—requires the researcher to focus on the child's social situation of development to discern how the dialectic between the child's orientation within a...
- Subjects :
- Cultural Studies
Dialectic
Social Psychology
Cognitive Neuroscience
Perspective (graphical)
Social environment
Experiential learning
Child development
Language and Linguistics
Education
Developmental psychology
Orientation (mental)
Anthropology
Developmental and Educational Psychology
Relation (history of concept)
Psychology
Social psychology
Social theory
Subjects
Details
- ISSN :
- 15327884 and 10749039
- Volume :
- 19
- Database :
- OpenAIRE
- Journal :
- Mind, Culture, and Activity
- Accession number :
- edsair.doi...........405141487c0160f4e3a0b1ce8ae3b93a