Hi Francoise-- I am wondering the following about analysis of problem
solving in Chapter 9.
1) What makes the analysis of the language the two children use
"Vygotskian"? I can see clearly from your description that it is a
good thing to analyse what the two ARE doing, instead of using a
single criterion (final performance?/Post-test vs Pretest?) to
see the extent to which they both adhere to a "one right way." That
seems important by itself. But does that make it a Vygotskian
analysis?
2) Perhaps the key is the emphasis on JOINT, mediated activity and
not solo performances? In this regard, I assume the pre and post
tests were solo?
mike