Yes, I have thought about this. As you, Vesna, know, I think of the zoped as
something people create together, which is a view you and I share. Can we
see this in the examples that are the focus of this current conversation?
I'm going to look.
Lois
> From: "zdravo" <zdravo@EUnet.yu>
> Reply-To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
> Date: Fri, 9 Jun 2006 12:37:33 +0200
> To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
> Subject: Re: [xmca] Playfully Answering Ana--
>
> Ana, thanks for your conversations. I will put some questions. Could our
> talking about Zoped from CHAT perspective, be or become Zoped in itself?
> Have you ever thought about that?
> Vesna
>
> ----- Original Message -----
> From: "Ana Marjanovic-Shane" <ana@zmajcenter.org>
> To: <mcole@weber.ucsd.edu>; "eXtended Mind, Culture, Activity"
> <xmca@weber.ucsd.edu>
> Sent: Thursday, June 08, 2006 11:36 PM
> Subject: Re: [xmca] Playfully Answering Ana--
>
>
>> Thanks, Mike,
>> I was not sure -- :-)
>>
>> I think you asked a very important question about play and zone of
>> proximal development. One of the problems we have is that "play" (even
>> if we talk only about fantasy play, or dramatic play, or role play, or
>> pretend play -- all various names for the roughly the same phenomenon)
>> is not understood the same by various people. Despite an extensive study
>> by Elkonin which builds on Vygotsky, and a half a dozen people who study
>> play from the CHAT perspective, there are still many unknowns.
>> For instance:
>> Is it ONE phenomenon that we are talking about?? There are many
>> definitions, some of them incompatible with each other.
>> Many episodes in literature, like the one by V. Paley of Franklin, are
>> impressionistic stories taken by teachers or even researchers -- which
>> filter out many details thought not to be important for understanding
> play.
>> There is a large body of research on play in this country and in English
>> in general, by people who have never heard of Vygotsky or cultural
>> historical activity theory. While they are fascinating in their own
>> right, it is sometimes clear that what the authors are observing misses
>> out features needed to be known by someone who would want to find out
>> weather there might be a possibility of the zone of proximal development
>> taking place...
>> Fourth, the generally accepted definitions of the ZPD - and
>> interpretations like the one we have by Seth, are based on very
>> different type of activities (academic testing, or at least an academic
>> dialogue between an adult and a child) than play - weather spontaneous
>> or guided, weather by children only or including adults.
>> And finally, I think that looking at isolated episodes cannot is
>> insufficient. Since, by definition, ZPD is a construction zone, a time
>> of dynamic changes where everything is "up in the air", a longer period
>> of time and more play and non play observations should be made on a
>> child in order to be able to make any decisive conclusions about that
>> child's position in her/his ZPD.
>>
>> But this is definitely one of the most important areas of further study.
>> We do need a solid theoretical connection between play and play like
>> activities on one hand and academic learning and development
>> (intellectual, emotional, personal etc) on the other.
>> Ana
>>
>>
>> Mike Cole wrote:
>>> That was a chapter from Elkonin that appeared in
>>> Journal Russian East European Psych, 2005, vol 43, NO1
>>> All of Psych of play is there I think.
>>> mike
>>> _______________________________________________
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>>>
>>>
>>
>> --
>> ------------------------------------------------------------------------
>> Ana Marjanovic'-Shane,Ph.D.
>>
>> 151 W. Tulpehocken St.
>>
>> Philadelphia, PA 19144
>>
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>>
>> Mobile: (267) 334-2905
>>
>> ana@zmajcenter.org <mailto:ana@zmajcenter.org>
>>
>> http://www.speakeasy.org/~anamshane
> <http://www.speakeasy.org/%7Eanamshane>
>>
>>
>>
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