[Xmca-l] Re: ...kind of like guarding Lenin's tomb

[Huw Lloyd]

There's an impressive account by Smirnova of a preschool class coming to
voluntarily take control of their quietude via a game of "who woke teddy?"
in JREEP 52/4.

A challenge I have wth a near 6 year old is his emphasis upon wanting to
win games and consequent shyness with activities that cast him as a weaker
performer.

Best,
Huw

On Thu, 28 May 2020 at 18:52, mike cole <mcole@ucsd.edu> wrote:

> Great question (s), Anthony!
>
> Of the shiny top of my head I can identify another. This is from Vivian
> Paley.
> It explicitly answers the question of "is this a once and for all change,
> or a bud that sprouted in just this one rare
> circumstance."
> Attached.
> mike
>
> On Thu, May 28, 2020 at 9:53 AM Anthony Barra <anthonymbarra@gmail.com>
> wrote:
>
>> Dear educators of XMCA -
>>
>> I think I have a good question this time!  To avoid redundancy, I
>> searched the archives for answers and found an interesting thread from ten
>> years ago.  But I still want to ask this here:
>>
>> What kinds of "guarding Lenin's tomb" type activities have you thought of
>> and/or used in order to support development?
>>
>> In this great little 2-minute clip, Mike Cole discusses Manuilenko's
>> tomb-guarding experiment: https://urldefense.com/v3/__http://tiny.cc/znnvpz__;!!Mih3wA!TJuvrt3iFAxqtR-oYZqiNYRNcPQWOzIxPa6tmHW2tgkyFJ1Qf8EVQnxO-so_PFg5qwV1Bg$ 
>> <https://urldefense.com/v3/__http://tiny.cc/znnvpz__;!!Mih3wA!QnyDKMmlGuxChw2AzXV_HvcVQlE8oeBivNWuK6vHi8K43tjlH2D14vGQwFlSGpHZ8pMhQA$>
>>
>> One can't help but try to think up other types of games (e.g., the Quiet
>> Game on long car rides) that can function as cultural tools when the
>> biological alone aren't cutting it.
>>
>> On a side note, the short video brought a number of questions to mind for
>> me, such as:
>> - where are 'the buds'?
>> - what are the qualitative reorganizations here?
>> - why are the buds (e.g, of volition) not yet present for the 3
>> year-olds, present for the 5 year-olds, and already flowered for the 8
>> year-olds? (ages are approximate, I know)
>> - how temporary is the 5 year-olds' improved volition? Does it wear off?
>> It is now 'activated' for good?
>> - for the 8 year-olds, is volition fully developed for tasks such as
>> standing still but still in the 'bud' stage for more demanding acts of will?
>>
>> But those side questions are not the target of this post. Instead, my
>> question of the day is (I think a fun one):  What kinds of "guarding
>> Lenin's tomb" type activities have you thought of and/or used in order to
>> support development?  (Any age or stage or setting will do)
>>
>> Thank you,
>>
>> Anthony
>>
>>
>
> --
>
> "How does newness come into the world?  How is it born?  Of what fusions,
> translations, conjoinings is it made?" Salman Rushdie
> ---------------------------------------------------
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