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[Xmca-l] Re: Gunilla's 1996 paper



Awesome resources on this thread! Thanks so much for sharing Alfredo,
Brian, Beth and Leif. These are such beautiful examples of adults
participating with children in play to create developmental opportunities
for all. They really highlight the possibilities of what can happen when
teachers are willing to take up this particular position of
'co-participant' rather than just 'observer' or 'pedagogical director'.

Thanks,
Helen

-- 
*Dr HELEN GRIMMETT *
Lecturer in Primary and Early Years Education

*Education*
Monash University
Room 159, Building 902, Berwick Campus
or Room A3.10, Peninsula Campus

T: +61 3 9904 7171
E: helen.grimmett@monash.edu <name.surname@monash.edu>
monash.edu

*Recent work:*
Helen Grimmett (2016): The Problem of “Just Tell Us”: Insights from Playing
with Poetic Inquiry and Dialogical Self Theory, *Studying Teacher Education*,
DOI: 10.1080/17425964.2016.1143810
http://www.tandfonline.com/doi/full/10.1080/17425964.2016.1143810

Helen Grimmett (2014), The Practice of Teachers' Professional Development:
A Cultural-Historical Approach
<https://www.sensepublishers.com/catalogs/bookseries/professional-learning-1/the-practice-of-teachers-professional-development/>
,
Rotterdam: Sense Publishers




On 16 February 2017 at 06:29, Christopher Schuck <schuckcschuck@gmail.com>
wrote:

> I am wondering also if another way to phrase an alternative understanding
> to that of Leontiev's is the image of moving toward, moving in a certain
> direction*,* as opposed to directly modeling or emulating. That is, that
> the child is experimenting with being *more *of an adult (a "head taller"),
> without necessarily trying to *be *an adult or any particular adult. This
> would suggest a more open-ended process of imagination, in which the
> possibilities for the kind of adulthood and kind of world the child will
> inhabit remain fully underdetermined.
>
> Does anyone else see this as a possible implication of Lindqvist's reading?
>
> Chris
>
> On Wed, Feb 8, 2017 at 3:53 PM, <lpscholar2@gmail.com> wrote:
>
> > Beth,
> > This most recent article fleshes out and makes distinct Gunilla’s
> > contribution to re-interpreting Vygotsky and moving away from Leontiev
> who
> > believes children are modelling themselves on adults.  i will quote a
> > paragraph from page 930 of your and Monica’s article that should give
> pause
> > as we move around and through this topic of playworlds :
> >
> > Of central importance to Lindqvist’s (1995, p. 50) theory of play is her
> > positioning of herself in opposition to Leontiev, whom she characterizes
> as
> > believing that adult roles are what children plat at, as believing that
> > children’s ‘play faces the future’ because children in play are MODELING
> > themselves on adults.  She explains that Leontiev thinks of play as
> > REPRODUCTION of roles in an adult world, not as PRODUCTIVE.  Here
> Lindqvist
> > is arguing that children are, often, modeling themselves on adults in
> play,
> > but that play faces a future that will be created, in part, by those who
> > are now children, and that will be created within some constraints that
> > those who are now adults cannot even imagine.
> > Lindqvist’s contribution to play theory derives in part from her ability
> > to interpret Vygotsky’s work from outside the cultural, historical, and
> > political context in which it was created.
> >
> >
> > I offer this paragraph because when I read the above quote in which the
> > semantic ‘()’ challenges what in particular children are modelling (i.e.
> > adults) this leaves open the centrality of the modelling process itself
> as
> > the focus and not being *an adult*.
> >
> > When Gunilla introduces *fear* figuratively AS the person under the bed,
> a
> > modelling process is presented in a shared world  but that modelling  is
> > not  focusing on being *an adult*.
> > Now the modelling process can be *an adult* or the modelling process can
> > be *fear*.
> >
> > Each are particular  instances of this modelling process. The modelling
> > becomes the central focus. If we treat ‘adult’ as real and ‘fear’ as
> > pretend and draw a RIGID boundary ‘marker’ between modelling (an adult)
> and
> > modelling (fear) as two opposite phenomena, we seem to loose the actual
> > phenomena of modelling and its centrality.
> >
> > When *fear* is actualized as a person and *an adult* is actualized as a
> > person, children can model either within a dramatic ‘()’.
> >
> > This phenomena has many sides in the way Merleau Ponty images ‘sides’ or
> > aspects. For example if we face  the forward or side of something we
> > imagine the back ‘side’ and move to verify this in space. It seems *fear*
> > and *an adult* as somethings offer faces in the cloud that are examples
> of
> > modelling phenomena. This no longer privileges *an adult* as more central
> > than *fear* as phenomena modelled.
> > Or so it seems?
> >
> >
> >
> > Sent from my Windows 10 phone
> >
> > From: Beth Ferholt
> > Sent: February 8, 2017 8:48 AM
> > To: laure.kloetzer@gmail.com; eXtended Mind, Culture, Activity
> > Subject: [Xmca-l] Re: Gunilla's 1996 paper
> >
> > Let Monica and I know if there are others you are looking for, Laura, and
> > maybe this is helpful? She wrote several things that should be read more
> > than they are! Or more should be translated... Beth
> >
> > On Tue, Feb 7, 2017 at 1:56 PM, Laure Kloetzer <laure.kloetzer@gmail.com
> >
> > wrote:
> >
> > > Dear Brian,
> > >
> > > Thank you so much for sharing ! Very interesting for me indeed.
> > >
> > > I decided to work on play with my students this semester as it is a
> > > wonderful and engaging entry into a lot of fascinating dimensions of
> > > learning & culture. I also plan to make them work on classical works by
> > > Piaget and Vygotsky, and help them test the hypotheses of these authors
> > on
> > > real observations of play.
> > >
> > > Best,
> > > LK
> > >
> > >
> > >
> > >
> > >
> > >
> > > 2017-02-07 19:05 GMT+01:00 Edmiston, Brian W. <edmiston.1@osu.edu>:
> > >
> > > > Thanks so much, Alfredo
> > > >
> > > > Laure, you might be interested in this chapter of mine in which I
> build
> > > on
> > > > Lindqvist’s work
> > > > It's coming out in the new Routledge Handbook of Early Childhood Play
> > > > (I know Beth has a chapter in there too)
> > > >
> > > > Brian Edmiston
> > > >
> > > >
> > > >
> > > > > On 7 Feb 2017, at 11:37 am, Alfredo Jornet Gil <
> a.j.gil@iped.uio.no>
> > > > wrote:
> > > > >
> > > > > I see. Here is the article! I think this time is right.
> > > > >
> > > > > Alfredo
> > > > > ________________________________________
> > > > > From: xmca-l-bounces@mailman.ucsd.edu
> <xmca-l-bounces@mailman.ucsd.
> > edu
> > > >
> > > > on behalf of Alfredo Jornet Gil <a.j.gil@iped.uio.no>
> > > > > Sent: 07 February 2017 17:18
> > > > > To: eXtended Mind, Culture, Activity; laure.kloetzer@gmail.com
> > > > > Subject: [Xmca-l] Re: Gunilla's 1996 paper
> > > > >
> > > > > Hi Laure,
> > > > >
> > > > > I find this online. not the best copy, but one available. See if
> you
> > > can
> > > > download it (it's 3MB big, can make it smaller and share if you could
> > not
> > > > download)
> > > > > http://files.eric.ed.gov/fulltext/ED396824.pdf
> > > > > Hope it helps,
> > > > > Alfredo
> > > > > ________________________________________
> > > > > From: xmca-l-bounces@mailman.ucsd.edu
> <xmca-l-bounces@mailman.ucsd.
> > edu
> > > >
> > > > on behalf of Laure Kloetzer <laure.kloetzer@gmail.com>
> > > > > Sent: 07 February 2017 17:01
> > > > > To: eXtended Mind, Culture, Activity
> > > > > Subject: [Xmca-l]  Gunilla's 1996 paper
> > > > >
> > > > > Dear colleagues,
> > > > >
> > > > > After a desperate search for Gunilla's classical paper in my Swiss
> > > > > libraries, I am asking the community for some help. Would one of
> you
> > > > have a
> > > > > pdf copy of:
> > > > >
> > > > > Lindqvist, G. (1996). The aesthetics of play. A didactic study of
> > play
> > > > and
> > > > > culture in preschools. *Early Years*, *17*(1), 6-11.
> > > > >
> > > > > Thanks a lot for your help !
> > > > > Best regards
> > > > > LK
> > > > > <Linqvist 1996 The aesthetics of play Early years.pdf>
> > > >
> > > >
> > >
> >
> >
> >
> > --
> > Beth Ferholt
> > Assistant Professor
> > Department of Early Childhood and Art Education
> > Brooklyn College, City University of New York
> > 2900 Bedford Avenue
> > Brooklyn, NY 11210-2889
> >
> > Email: bferholt@brooklyn.cuny.edu
> > Phone: (718) 951-5205
> > Fax: (718) 951-4816
> >
> >
>