Магнуссон М., Прамлинг Н. Создание символов, согласование взглядов и формирование понятий
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Магнуссон М., Прамлинг Н. Создание символов, согласование взглядов и формирование понятий // Современное дошкольное образование. – 2018. – №2(84). – С.6–18.
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Аннотация
В данном эмпирическом исследовании мы анализируем, как дети (в возрасте от четырех до шести лет) посредством коммуникативного взаимодействия с педагогами по собственным рисункам развивают репрезентативное понимание, то есть переходят от индикативного создания знаков к пониманию символов. Теоретической основой анализа являются социокультурные особенности, в частности, работа Л.С.Выготского, посвященная понятию «развитие». Эмпирические данные состоят примерно из пяти часов видеонаблюдений за взаимодействием «педагог – ребенок» в дошкольном учреждении. Анализируемые мероприятия были разработаны педагогами в соответствии с двумя различными принципами, способствующими распознаванию обычного значения символов: контраста и индукции. Хотя один принцип считается более действенным, чем другой, в поддержке символического развития детей, эти модели в процессе обучения и повседневной практики раннего детства переплетаются с другими коммуникативными функциями, такими как создание интерсубъективности. Обсуждаются значения для исследовательской и образовательной практики.
Литература
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28. Wallerstedt, C. 2014. “Experiencing and Creating Contrasts in Music.” International Journal for Lesson and Learning Studies 3 (1): 46–65.
29. Waters, J., and A. Bateman. 2013. “Revealing the Interactional Features of Learning and Teaching Moments in Outdoor Activity.” European Early Childhood Education Research Journal. doi:10.1080/1350293X.2013.798099.
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31. Wertsch, J. V. 2007. “Mediation.” In The Cambridge Companion to Vygotsky, edited by H. Daniels, M. Cole, and J. V. Wertsch, 178–192. New York, NY: Cambridge University Press.
2. Bjorklund, C., and N. Pramling. 2014. “Pattern Discernment and Pseudo-Conceptual Development in Early Childhood Education.” International Journal of Early Years Education 22 (1): 89–104.
3. Coates, E., and A. Coates. 2006. “Young Children Talking and Drawing.” International Journal of Early Years Education 14 (3): 221–41.
4. Cohrssen, C., A. Church, and C. Tayler. 2014. “Purposeful Pauses: Teacher Talk During Early Childhood Mathematics Activities.” International Journal of Early Years Education 22 (2): 169–83.
5. DeLoache, J. S. 1991. “Symbolic Functioning in Very Young Children: Understanding of Pictures and Models.” Child Development 62 (4): 736–52.
6. DeLoache, J. S. 2004. “Becoming Symbol-Minded.” Trends in Cognitive Sciences 8 (2): 66–70.
7. DeLoache, J. S., D. H. Uttal, and S. L. Pierroutsako. 1998. “The Development of Early Symbolisation: Educational Implications.” Learning and Instruction 8 (4): 325–39.
8. Dewey, J. 2008. “Logic: The Theory of Inquiry.” In The Collected Works of John Dewey: The Later Works, 1925–1953, Volume 12: 1938, edited by J.A. Boydston, 1–793. Carbondale, IL: Southern Illinois University Press. (Original work published 1938).
9. Dockrell, J. E., and E. Teubal. 2007. “Distinguishing Numeracy From Literacy: Evidence From Children’s Early Notations.” In Notational Knowledge: Developmental and Historical Perspectives, edited by E. Teubal, J. Dockrell, and L. Tolchinsky, 113–34. Rotterdam, the Netherlands: Sense.
10. Gjems, L. 2010. “Teacher Talking to Young Children: Invitations to Negotiate Meaning in Everyday Conversations.” European Early Childhood Education Research Journal 18 (2): 139–148.
11. Gustavsson, L., and N. Pramling. 2014. “The Educational Nature of Different Ways Teachers Communicate with Children About Natural Phenomena.” International Journal of Early Years Education 22 (1): 59–72.
12. Langer, S. K. 1957. Philosophy in A new key: A Study in the Symbolism of Reason, Rite, and art. 3rd ed. Cambridge, MA: Harvard University Press.
13. Luria, A. R. 1976. Cognitive Development: Its Cultural and Social Foundations (M. Lopez-Morillas & L. Solotaroff, Trans.). Cambridge, MA: Harvard University Press.
14. Magnusson, M., and N. Pramling. 2011. “Signs of Knowledge: The Appropriation of A Symbolic Skill in A Five-Year-old.” European Early Childhood Education Research Journal 19 (3): 357–372.
15. Marton, F., and A. B. M. Tsui, eds. 2004. Classroom Discourse and the Space of Learning. Mahwah, NJ: Lawrence Erlbaum.
16. Mercer, N. 1995. The Guided Construction of Knowledge: Talk Amongst Teachers and Learners. Clevedon, UK: Multilingual Matters.
17. Olson, D. R. 1994. The World on Paper: The Conceptual and Cognitive Implications of Writing and Reading. Cambridge: Cambridge University Press.
18. Pramling, N. 2006. Minding Metaphors: Using Figurative Language in Learning to Represent (Gцteborg Studies in Educational Sciences, 238). Gothenburg, Sweden: Acta Universitatis Gothoburgensis.
19. Reddy, M. J. 1993. “The Conduit Metaphor: A Case of Frame Conflict in our Language About Language.” In Metaphor and Thought, edited by A. Ortony, 2nd ed., 164–201. New York, NY: Cambridge University Press.
20. Rommetveit, R. 1974. On Message Structure: A Framework for the Study of Language and Communication. London: Wiley.
21. Siraj-Blatchford, I., and L. Manni. 2008. “‘Would you Like to Tidy up now?’ An Analysis of Adult Questioning in the English Foundation Stage.” Early Years 28 (1): 5–22.
22. Stevenson, H. W., and J. W. Stiegler. 1992. The Learning gap: Why our Schools are Failing and What we can Learn From Japanese and Chinese Education. New York, NY: Summit.
23. Tolchinsky, L. 2007. “The Multiple Functions of External Representations: Introduction.” In Notational Knowledge: Developmental and Historical Perspectives, edited by E. Teubal, J. Dockrell, and L. Tolchinsky, 1–10. Rotterdam, the Netherlands: Sense.
24. Troseth, G. L., M. E. B. Pickard, and J. S. DeLoache. 2007. “Young Children’s use of Scale Models: Testing an Alternative to Representational Insight.” Developmental Science 10 (6): 763–9.
25. Vygotsky, L. S. 1987. The collected works of L. S. Vygotsky, Volume 1: Problems of general psychology, including the volume Thinking and Speech (R. W. Rieber & A. S. Carton, Eds., N. Minick, Trans.). New York, NY: Plenum.
26. Vygotsky, L. S. 1997. The Collected Works of L. S. Vygotsky, Volume 4: The History of the Development of Higher Mental Functions (M. J. Hall, Trans., R. W. Rieber, Ed.). New York, NY: Plenum Press.
27. Vygotsky, L. S. 1998. The Collected Works of L. S. Vygotsky, Volume 5: Child Psychology (R. W. Rieber, Ed.; M. J. Hall, Trans.). New York, NY: Plenum.
28. Wallerstedt, C. 2014. “Experiencing and Creating Contrasts in Music.” International Journal for Lesson and Learning Studies 3 (1): 46–65.
29. Waters, J., and A. Bateman. 2013. “Revealing the Interactional Features of Learning and Teaching Moments in Outdoor Activity.” European Early Childhood Education Research Journal. doi:10.1080/1350293X.2013.798099.
30. Wertsch, J. V. 1998. Mind as Action. New York, NY: Oxford University Press.
31. Wertsch, J. V. 2007. “Mediation.” In The Cambridge Companion to Vygotsky, edited by H. Daniels, M. Cole, and J. V. Wertsch, 178–192. New York, NY: Cambridge University Press.
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