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[Xmca-l] Re: Over or excess involvement of parent - ZPD

Yes, Ulvi, that seems like a reasonable hypothesis.  Though there remains a
great deal of scope for ambiguity.  I wonder whether the dynamics you are
exploring may be attributed to a somewhat mediocre motive vs a motive that
would lean towards ignoring or contesting the parental mediation rather
than passively submitting to it.  Equally it seems reasonable that a
student may sulkily submit to a passive role in response to an overbearing
parent, but I suspect there would be a history of resistance to that.

The kinds of transfers one can gain from learning physical skills include a
confidence in successful learning strategies -- to discover that heartily
getting involved in an undertaking is good, rather than sitting on the
hands and doing as one is told.


On 21 September 2015 at 22:04, Ulvi İçil <ulvi.icil@gmail.com> wrote:

> Life and new trials and experiences may have the potential for illimunating
> certain facts otherwise staying unresolved.
> Suppose that a parent supports his child for piano lessons at home. The
> child, unlike other,needed a lot of parent support until then to succeed in
> conservatory and the parent always though that without him/her, the child
> is not able to remember teacher's latest lesson's directives, to apply them
> etc.
> But this means that the child finds every time the parent besides him
> during lessons at home (even the parent takes not during the lesson with
> teacher) and the child is used to be reminded by the parent for the most
> critical things to be newly learned.
> The lesson before the last one is not so successful. Until that lesson the
> child and the parent worked again together. So many mistakes on the part of
> the child.
> But then, at return at home, they decide the child works on his own for
> three days. Then the new lesson with teacher takes place. Zero parent
> involvement.
> Then, this same passage is very well done and appreciated by the teacher
> and the teacher says, is this the same child, do you have another identical
> one at home.
> *
> So, my hypothesis is that, with such an excessinve parent involvement, who
> does not possess confidence in the child to study appropriately, the child
> may be chained and the process of  developing his potential with adult may
> turn to a lack of opportunity to develop his potential on his own, which
> may be quite harmful for the child.
> May this hypothesis verified: when working with the parent, the child hands
> over his attention ability to the adult, he shares this ability with him,
> he delivers himself to the adult and is unable to take any initiative, is
> not the manager of the learning process.
> But, as soon as the parent goes out, he knows that he is the sole
> responsible for his own learning process and pays much more attention to
> what he does, makes maximum effort to learn during the lesson with the
> teacher, and to remember at home what the teacher taught during the lesson.
> In this case, I think the mistake on the part of the parent is the onset of
> the functioning of self regulation during learning process.
> Does this over or excess involvement make any sense, or a place in the
> literature?
> Ulvi