ALL--
The texts under discussion (and it really does help to read them to keep
discussion focused) are on the xmca home page under zopeds in the classroom.
For copyright reasons we will not leave them there forever, but the two key
texts being discussed, chaiklin and paley are there at
present.
mike
On 5/31/06, Leif Strandberg <leifstrandberg.ab@telia.com> wrote:
>
> Hej David,
>
> I had the same question - about the book where you could find the text
> of Chaiklin.
>
> I think the right answer is:
>
> Vygotsky´s Educational Theory in Cultural Context
>
> ed by Kozulin, Gindis, Ageyev, Miller
>
> Cambridge Univ Press 2003
>
> isbn 0-521-82131-2
>
> Greetings from Sweden
>
> Leif
>
>
>
> 2006-05-31 kl. 18.51 skrev David H Kirshner:
>
> >
> >
> >
> >
> > Can someone please provide a citation for Chaiklin's article? I've
> > found it
> > at the XMCA website, but with no indication of its source.
> > Thanks.
> > David Kirshner
> > dkirsh@lsu.edu
> >
> >
> >
> >
> >
> > "Althea Scott
> > Nixon" To: "eXtended
> > Mind, Culture, Activity"
> > <althea.nixon who-is-at gma <xmca@weber.ucsd.edu>
> > il.com> cc: (bcc: David H
> > Kirshner/dkirsh/LSU)
> > Sent by: Subject: Re: [xmca]
> > Did Franklin Participate in a Zoped?
> > xmca-bounces who-is-at webe
> > r.ucsd.edu
> >
> >
> > 05/31/2006 02:10
> > AM
> > Please respond to
> > nixon; Please
> > respond to
> > "eXtended Mind,
> > Culture,
> > Activity"
> >
> >
> >
> >
> >
> >
> > Thanks so much, Bill! Yes, Chaiklin offers positive definitions for
> > the zone of proximal development. I re-read his piece to find what I
> > think to be the most direct definition in the text. On p. 50, he
> > writes: "Zone of proximal development is a way to refer to both the
> > functions that are developing ontogenetically for a given age period
> > (objective) and a child's current state of development in relation to
> > the functions that ideally need to be realized (subjective). In this
> > respect, the zone of proximal development is both a theoretical and an
> > empirical discovery".
> >
> > Chaiklin explains that empirically, one can use imitation to assess
> > the zone of proximal development. He reasons that if through
> > collaboration, a child can understand (and not just copy) some
> > activity then there is evidence of maturing psychological functions.
> >
> > Speaking of substituting different words, I wanted to substitute
> > Chaiklin's use of "imitation" for a type of "learning" throughout his
> > extended explanation of assessing zones of proximal development. I
> > would therefore read his explanation to mean that if learning occurs
> > when a child receives varied methods of assistance through joint
> > activity, then there is evidence of maturing psychological functions…
> > and therefore, evidence of zones of proximal development.
> >
> > Thanks for the quotes from Vygotsky and the Engestrom reference. I
> > really liked the metaphor of learning as a voyage across the zone of
> > proximal development.
> >
> > Althea
> >
> > On 5/29/06, bb <xmca-whoever@comcast.net> wrote:
> >>
> >> -------------- Original message ----------------------
> >> From: "Althea Scott Nixon" <althea.nixon@gmail.com>
> >> In short, zone of
> >>> proximal development is not concerned with the development of skill
> >>> of
> >>> any particular task" (p. 43).
> >>
> >> Hi Althea,
> >>
> >> Nice provocative post!
> >>
> >> Without having read Chaiklin, I'm relying upon your report of what he
> > wrote. Methodologically, this anti-formulation of zoped is
> > problematic for
> > research and for assessment of learning and development: Beside
> > pushing
> > zoped beyond the reach of observation, this statement is only a
> > "negative
> > definition" i.e. there exists no positive suggestion for what exactly
> > does
> > qualify as a zoped. So maybe there is some more reading to do. Does
> > Chaiklin offer something positive?
> >>
> >> As an opposing thought, Engesgtrom's treatment of zoped in 'learning
> >> by
> > expanding", chp 3., points out a functional orientation that, while
> > 'speaking to broader issues', <s> could quite possibly lead to</s> has
> > led
> > to particulars:
> >>
> >> 'According to Vygotsky, the zone of proximal development defines those
> > functions that will "mature tomorrow but are currently in an embryonic
> > state", i.e., the 'buds' of development (Vygotsky 1978, 86). Vygotsky
> > claimed that primates and other animals cannot have a zone of proximal
> > development. Human children, on the other hand, can "go well beyond the
> > limits of their own capabilities", they "are capable of doing much
> > more in
> > collective activity" (Vygotsky 1978, 88). '
> >>
> >> Reading further in this chapter, one sees the differentiation of zoped
> > from pipes, bricks, and mortar, although excluding pipes, bricks and
> > mortar
> > from a zoped <s>could also be</s> problematic. For me "pipes, bricks
> > and
> > mortar" is an important choice of words, because I remember many
> > stories of
> > my father, who left school after 6th grade, to apprentice as a "hod
> > carrier", on his way to becoming a mason. Wikipedia offers a pithy
> > definition.
> >>
> >> http://en.wikipedia.org/wiki/Hod_carrier
> >> _______________________________________________
> >> xmca mailing list
> >> xmca@weber.ucsd.edu
> >> http://dss.ucsd.edu/mailman/listinfo/xmca
> >>
> >
> >
> > --
> > Althea Scott Nixon
> > 1022A Moore Hall
> > University of California, Los Angeles
> > Graduate School of Education and Information Studies
> > Los Angeles, CA 90095-1521
> > (310) 309-7991
> > _______________________________________________
> > xmca mailing list
> > xmca@weber.ucsd.edu
> > http://dss.ucsd.edu/mailman/listinfo/xmca
> >
> > _______________________________________________
> > xmca mailing list
> > xmca@weber.ucsd.edu
> > http://dss.ucsd.edu/mailman/listinfo/xmca
>
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