[Xmca-l] Re: A practical request (re: memory development)

[Bella Kotik-Friedgut]

To all theoretical and practical advice, I would add one important
point - *metacognition
*which has to be present and can be promoted at the age of 10.
Sincerely yours Bella Kotik-Friedgut


On Wed, Jul 8, 2020 at 11:53 PM Anthony Barra <anthonymbarra@gmail.com>
wrote:

> Good afternoon ~
>
> I come to you (as a parent and as a teacher) seeking advice and
> information, knowing this listserv is one of the best collective resources
> on the subject at hand.  Thank you in advance for your thoughts . . .
>
> FIRST, here is the question:
>
>    -
>
>    If a child (age 10) has an underdeveloped memory -- potentially from a
>    disruption in the child’s process of development of the higher
>    psychological function of memory --  what are some suggestions for A)
>    developing this function in non-academic contexts, in order to B) increase
>    the likelihood of transfer into academic contexts?
>
>
> SECOND, here is the theory (and source) behind the question:
>
>    -
>
>    Vygotsky’s “Law of 4 Stages” - https://urldefense.com/v3/__http://tiny.cc/q3p7rz__;!!Mih3wA!Sf4Loej6TF-MS1q49nl1yGrgm_SBjETnKIksEhXNsBV8Dq1b6e212l3MLQsll1WN0H1MiQ$ 
>    <https://urldefense.com/v3/__http://tiny.cc/q3p7rz__;!!Mih3wA!XPc6MihE_2JAUm1FVECluRHB-fBm7usjC6m6SkGx3Gzr6clVrtOVLXXkggL7q-oW4gcVJg$>
>    (also, cf. "The Problem of the Cultural Development of the Child")
>    -
>
>    In place of watching the (very good) 7-minute video, please refer to
>    these two excerpts that richly capture the video’s gist:
>    -
>
>       From Clip 1 (“Vygotsky’s law of 4 stages”):
>       -
>
>          “This is the law that says there are 4 stages of the development
>          of every higher psychological function. It gives us a key to understanding:
>          if something goes wrong with the child, if the child has a difficulty,
>          maybe one of these stages didn’t go correctly.
>          -
>
>             Stage 1 - natural behavior (no use of signs)
>             -
>
>             Stage 2 - naive psychology (naive imitation)
>             -
>
>             Stage 3 - external signs and operations (beyond crude
>             imitation but still reliant on external tools)
>             -
>
>             Stage 4 - internal signs and operations (internalized tools;
>             decontextualized mediational means)
>             -
>
>       From Clip 2 (“How this law can help teachers and students"):
>       -
>
>          “Put the child in specially created situations -- might be play,
>          game, competition, whatever -- and introduce these tools he or she probably
>          doesn’t have -- and then, having these internal tools, the child comes back
>          to the class equipped with the tools, and now the task will be much easier
>          for the child . . . because the tools are not related anymore to the
>          concrete task (in which they were developed).  They are universal.”
>
>
> With these assumptions in mind (and choosing to accept them at least for
> now), here is the question again:
>
>    -
>
>    If a child (age 10) has an underdeveloped memory -- potentially from a
>    disruption in the child’s process of development of the higher
>    psychological function of memory --  what are some suggestions for A)
>    developing this function in non-academic contexts, in order to B) increase
>    the likelihood of transfer into academic contexts?
>
>
> Sincere thanks,
>
> Anthony
>
>
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