PL EN


2012 | 24 | 2(47) | 81-100
Article title

Akt kulturowego upośredniania w zabawie dzieci

Content
Title variants
EN
The Act of Cultural Mediation in Children’s Play
Languages of publication
PL EN
Abstracts
EN
Classic (non-classic) cultural-historical theory has relatively few theoretical studies on children’s play and several basic assumptions are not applied to child play. One of these assumptions is cultural mediation and especially the mechanism of mediation: the relation between ideal and real forms of action. In this article a case of adult-child joint play carried out in the frame of a long-term intervention study is reported. The case study of joint tower building play demonstrates what are the specific requirements of a successful mediator role of an adult in play situation. The main steps of successful adult mediation of play activity are defined.
PL
Klasyczna (i nie tylko klasyczna) teoria kulturowo-historyczna poświęca stosunkowo niewiele miejsca zabawom dzieci, a wiele z jej podstawowych założeń nie stosuje się do zabaw dziecięcych. Jednym z takich założeń jest upośrednianie kulturowe, a szczególnie mechanizm upośredniania: relacja między idealnymi a rzeczywistymi formami działania. Niniejszy artykuł przedstawia studium przypadku: wspólną zabawę dorosłego i dziecka w ramach badań nad długofalową interwencją. Analiza tego przykładu (wspólne budowanie wieży z klocków) wskazuje, jakie są konkretne uwarunkowania efektywnego upośredniania przez dorosłego1 w sytuacji zabawy. Artykuł definiuje główne etapy skutecznego procesu upośredniania przez dorosłego w kontekście zabawy.
Year
Volume
24
Issue
Pages
81-100
Physical description
Dates
published
2012
Contributors
References
  • Aleksandrov, Y. I. & Aleksandrova, N. L. (2004). Sistemnaia struktura sub’ektivnogo opyta I sistemnaia struktura kul’tury. Materialy mezhdunarodnogo nauchnogo simpoziuma “Sistemno-sinergeticheskaia paradigma v kul’ture I iskusstve”. Tagonrog: TRTY.
  • Bakhurst, D. (2007). On the Concept of Mediation. Cultural – Historical Psychology, 3, 61-66.
  • Bateson, G. (1978). Steps to an ecology of mind. New York: Ballantine Books.
  • Bodrova, E. & Leong, D. J. (2003). Learning and development of preschool children from the Vygotskian perspective. In A. Kozulin, B. Gindis, V. S. Ageev & S. M. Miller (Eds.), Vygotsky’s educational theory in cultural contex (pp. 156-176). New York, NY: Cambridge University Press.
  • Bodrova, E. & Leong, D. (2007). Tools of the mind: the Vygotskian approach to early childhood education. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
  • Bredikyte, M. & Hakkarainen, P. (2011). Play intervention and play development. In C. Lobman & B. O’Neill (Eds.), Play and performance (pp. 59-83). Lanham: University Press of America.
  • Bredikyte, M. (2011). The Zones of Proximal Development in Children’s Play. Oulu: University of Oulu. Retrieved from: http://herkules.oulu.fi/isbn9789514296147/isbn9789514296147.pdf
  • Bruce, T. (1991). Time to Play in Early Childhood Education. Hodder & Stoughton: London.
  • Bruce, T. (1996). Helping Young Children to Play. Hodder & Stoughton: London.
  • Bruce, T. (2005). Learning through Play. Hodder & Stoughton: London.
  • Corsaro, W. A. (1997). The Sociology of Childhood. Thousand Oaks, CA: Pine Forge Press.
  • Csíkszentmihályi, M. (1990). Flow. New York, NY: Harper Perennial.
  • Diamond, A., Barnett, W. S., Thomas, J. & Munro, S. (2007). Preschool program improves cognitive control. Science, 318(5855), 1387-1388. doi: 10.1126/science.1151148
  • El'konin, D. B. (1978). Psikhologiia igry [Psychology of play]. Moscow: Pedagogika.
  • El'konin, D. B. (1989). Izbrannye psikhologicheskie trudy (Tom. 1) [Collected Psychological Works (Vol. 1)]. Moscow: Pedagogika.
  • El’konin, D. B. (2005). Psychology of play. Journal of Russian and East European Psychology. 43(1), 11-21.
  • El’konin, B. D. & Zinchenko, V. P. (2002). Psikhologiya razvitiya (po motivam L. Vygotskogo) [Psychology of Development (interpreting L. Vygotsky)]. Retrieved from: http://sbiblio.com/biblio/archive/elkonin_psihrazv
  • Fogel, A. (1993). Developing through Relationships: Origins of communication, self, and culture. Chicago, IL: University of Chicago Press.
  • Fogel, A., King, B. & Shanker, S. (2007). Human development in the 21st Century. Cambridge, MA: Cambridge University Press.
  • Greenspan, S. I. & Shanker, S. G. (2004). The first idea. How symbols, language, and intelligence evolved from our primate ancestors to modern humans. Cambridge, MA: Da Capo Press.
  • Göncü, A. & Gaskins, S. (2007). Play and Development: Evolutionary, Sociocultural and Functional Perspectives. Mahwah, NJ: Lawrence Earlbaum Associates.
  • Hakkarainen, P. & Bredikyte, M. (2008). The zone of proximal development in play and learning. Cultural – Historical Psychology, 4(4), 2-11.
  • Hirsh-Pasek, K., Golinkoff, R. M., Berk, L. E. & Singer, D. (2009). A mandate for playful learning in preschool: Presenting the evidence. New York, NY: Oxford University Press.
  • Hobson, P. (2004). The Cradle of Thought: Exploring the Origins of Thinking. London: Pan Books.
  • John-Steiner, V. & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31(3-4), 191-206. doi: 10.1080/00461520.1996.965326
  • Kozulin, A. (1998). Psychological tools: a sociocultural approach to education. Cambridge, MA: Harvard University Press.
  • Kudriavtsev, V. T. (1997). The sense of human childhood and mental development of children [Smysl chelovecheskogo detstva i psihicheskoe razvitie rebionka]. Mocow: Publishing house URAO.
  • Lobok, A. M. (1997). Antropologija mifa [The anthropology of myth]. Yekaterinburg: Bank kulturnoi informacii.
  • McCaine, M. N., Mustard, J. F. & Shanker, S. G. (2007). Early Years Study II: Putting Science into Action. Toronto: Council for Early Child Development.
  • Mikhailenko, N. & Korotkova, N. (2001). Kak igrat s det’mi [How to play with children]. Moskva: Akademicheskij Project.
  • Podd’yakov, N. N. (1996). Osobennosti psikhicheskogo razvitiia detei doshkol'nogo vozrasta [Specific character of mental development of preschool children]. Moskva: Pedagogika.
  • Rogoff, B. (1998). Cognition as a collaborative process. In W. Damon, D. Kuhn & R. S. Siegler (Eds.), Handbook of Child Psychology (pp. 2, 679-729). Toronto: John Wiley & Sons.
  • Rogoff, B. (2003). The cultural nature of human development. New York, NY: Oxford University Press.
  • Shonkoff, J. P. & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. Washington: National Academy Press.
  • Singer, D., Singer, J., D’Agostino, H. & DeLong, R. (2008). Children’s Pastimes and Play in Sixteen Nations: Free-play Declining? The American Journal of Play, 1(3), 2-7.
  • Suvorov, A. V. (2003). Experimental Philosophy (E. V. Ilyenkov & A. I. Meshcheriakov). Journal of Russian and East European Psychology, 41(6), 67-91. doi: 10.2753/RPO1061-0405410667
  • Vygotsky, L. S. (1987). The Collected Works (Vol. 1, R. W. Rieber & A. S. Carton, Eds.). New York: Plenum Press.
  • Vygotsky, L. S. (1997). The Collected Works (Vol. 4, R. W. Rieber, Ed.). New York: Plenum Press.
  • Vygotsky, L. S. (2003). Psihologia razvitia rebionka [Psychology of child development]. Moscow: EKSMO.
  • Zavershneva, E. I. (2010). The Vygotsky Family Archive (1912-1934). New Findings. Journal of Russian and East European Psychology, 48(1), 14-33. doi: 10.2753/RPO1061-0405480101
  • Zinchenko, V. P., (1996). Ot klasicheskoi k organicheskoi psihologii [From classical to organic psychology]. K 100-letiu L. S. Vygotskogo. Voprosy psihologii. 5, 6.
  • Zinchenko, V. P. (2000). Mysl’ i slovo Gustava Shpeta [Thought and Word of Gustav Shpet]. Moscow: URAO.
Document Type
Publication order reference
Identifiers
ISSN
0867-0323
YADDA identifier
bwmeta1.element.cejsh-662ca616-8c3a-4b9a-a207-df1f1d591591
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.