Nate and others,
I am sending you the "Table of Contents" of "Children's engagement in the
world: sociocultural perspectives," hoping that it will give you an idea of
the
questions we addressed in it. Best regards, Artin =20
Part I. Introduction
1. Children=92s and researcher=92s engagement in the world
Artin G=F6nc=FC
Part II. Children=92s engagement in the world
2. Children=92s daily lives in a Mayan village: A case study of=
culturally
constructed roles and activities =20
Suzanne Gaskins
3. Cultural heterogeneity: Parental values and belifs and their
preschoolers=92 activities in the United States, South Korea, Russia, and
Estonia =20
Jonathan Tudge, Diane Hogan, Soeun Lee, Peeter Tammeveski, Marika
Meltsas, Natalya Kulakova, Irina Snezhkova, and Sarah Putnam
Part III. Children=92s engagement in play
4. Activity setting analysis: A model for examining the role of culture=
in
development =20
Jo Ann M. Farver
5. The pragmatics of caregiver-child pretending at home: Understanding
culturally specific socialization practices =20
Wendy L. Haight
6. Children=92s play as cultural activity =20
Artin G=F6nc=FC, Ute Tuermer, Jyoti Jain, and Danielle Johnson
Part IV. Children=92s engagement in planning, math, and literacy
7. Everyday opportunities for the development of planning skills:=20
Sociocultural and family influences =20
Mary Gauvain
8. Supportive environments for cognitive development: Illustrations from
children=92s mathematical activities outside of school =20
Steven R. Guberman
9. Becoming literate in the borderlands =20
Christine C. Pappas
At 07:37 AM 10/28/1999 -0500, you wrote:
>My inclination is that Elkind is a child centered humanist (the art) that
>attempts to validate that view through development as universal and
>cultural bias free (the science). In addition to Piaget, he has also
>incorporated a lot of Vygotsky or at least sees the debate between these
>two theorists. For example, in one of his videos after introducing various
>educational theorists, he spends the majority of his presentation on the
>developmental ideas of Vygotsky and Piaget.
>
>The comment, while provoking is logically safe, because by definition if it
>is not universal it is not developmental. As a humanist, if its Piaget's
>emphasis on constructive activity or Vygotsky's emphasis on play, Elkind
>sees them very much as universal, natural aspects of childhood. As
>Greenfield, in MCA v.6 # 2, implicitly hints at it takes capital or
>historical change for this natural child to be found. The Mayan
>mother/daughter interactions in the first generation research in some ways
>challenge the universal view, yet when capital is introduced the natural
>child, or myth of, which is consistant with developmental perspectives
>emerge. For me, Gaskins response was real useful, because the narrative I
>got from Greenfield was that somehow the natural, developmental child was
>tied to capital in a rather direct unquestioned way.
>
>In general, I would see Elkind as argueing for a natural, universal child
>which goes through developmental stages in a predictable way, and culture
>either supports the natural order of things (2nd generation Greenfield
>research) or distorts it in fundamental ways (1st generation Greenfield
>research). In contrast to Elkind, I would see "development" as having a
>cultural bias at its core which for me was apparent in the Greenfield
>piece.
>
>Another approach, which I generally see CHAT pointing to, is the material,
>contextual or activity situatedness of mind or "development" (change or
>transformation) in which rather than taking similarity (accross cultures)
>as its basis, focuses on difference of mind (within activity, culture etc.)
>in its own right without incorporating the pathology of development. From
>Mike's comments on Artin's book, which I have put my order in, my
>inclination is the book takes the discussion in this direction.
>
> /\ / /\ | /-----
> / \ / /__\ ---|--- /---
>/ \/ / \ | /----
>
>Nate Schmolze
>http://www.geocities.com/~nschmolze/
>schmolze who-is-at students.wisc.edu
>
>*******************************************************************
>"Pedogogics is never and was never politically indifferent,
>since, willingly or unwillingly, through its own work on the psyche,
>it has always adopted a particular social pattern, political line,
>in accordance with the dominant social class that has guided its
>interests".
>
> L.S. Vygotsky
>********************************************************************
>
>
>
>
>
>
>----- Original Message -----
>From: Bill Barowy <wbarowy who-is-at mail.lesley.edu>
>To: <xmca who-is-at weber.ucsd.edu>
>Sent: Wednesday, October 27, 1999 9:29 PM
>Subject: Re: development question
>
>
>> Hi Ricardo,
>>
>> David Elkind has produced a number of videos for teacher preparation that
>> draw upon developmental approaches and his comment appeared in the one
>> called "Using what we know". The video claims to address Piagetian
>theory.
>> The video seemed provocative, and at the same time, it made some good
>> points that you don't expect to come from a pure Piagetian developmental
>> perspective. Maybe good fodder for discussion next semester. I'm hoping
>> that the "people in the know" on xmca ( recent discussions on play and
>> development indicate that there are many) may have insights to what
>Elkind
>> is about.
>>
>> BB
>>
>> >Would you please tell where (book, article etc) did you picked it up
>> >from him?
>> >
>> >
>> >
>> >Bill Barowy wrote:
>> >>
>> >> Folks,
>> >>
>> >> I am looking for a little background on Elkind. When he says
>"development
>> >> is universal, and not culturally biased" what does he mean exactly?
>> >>
>> >> Thanks in advance,
>> >> BB
>>
>>
>> Bill Barowy, Associate Professor
>> Lesley College, 31 Everett Street, Cambridge, MA 02138-2790
>> Phone: 617-349-8168 / Fax: 617-349-8169
>> http://www.lesley.edu/faculty/wbarowy/Barowy.html
>> _______________________
>> "One of life's quiet excitements is to stand somewhat apart from yourself
>> and watch yourself softly become the author of something beautiful."
>> [Norman Maclean in "A river runs through it."]
>>
>>
>=20
Artin Goncu, Ph.D
Associate Professor
Coordinator, Early Childhood Education
University of Illinois at Chicago
College of Education M/C 147
1040 W. Harrison St.
Chicago, IL 60607
(312) 996-5259=20
--=====================_3935409==_.ALT
Content-Type: text/html; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Nate and others,
--=====================_3935409==_.ALT--
I am sending you the "Table of Contents" of "Children's
engagement in the world: sociocultural perspectives," hoping that it
will give you an idea of the questions we addressed in it. Best
regards, Artin
Part I. Introduction
1. Children=92s and researcher=92s engagement in
the world
Artin G=F6nc=FC
Part II. Children=92s engagement in the world
2. Children=92s daily lives in a Mayan
village: A case study of culturally constructed roles and
activities =
&nbs=
p;
Suzanne Gaskins
3. Cultural heterogeneity: Parental values
and belifs and their preschoolers=92 activities in
the United States, South Korea, Russia, and
Estonia &nb=
sp; &=
nbsp;
Jonathan Tudge, Diane Hogan, Soeun
Lee, Peeter Tammeveski, Marika Meltsas, Natalya Kulakova, Irina
Snezhkova, and Sarah Putnam
Part III. Children=92s engagement in play
4. Activity setting analysis: A model for
examining the role of culture in
development =
; &nb=
sp;
Jo Ann M. Farver
5. The pragmatics of caregiver-child pretending at
home: Understanding culturally specific
socialization practices
Wendy L. Haight
6. Children=92s play as cultural
activity &n=
bsp;
Artin G=F6nc=FC, Ute Tuermer, Jyoti Jain=
,
and Danielle Johnson
Part IV. Children=92s engagement in planning, math, and
literacy
7. Everyday opportunities for the development
of planning skills: Sociocultural and family
influences
Mary Gauvain
8. Supportive environments for cognitive development:
Illustrations from children=92s mathematical activities outside
of school
Steven R. Guberman
9. Becoming literate in the
borderlands
Christine C. Pappas
At 07:37 AM 10/28/1999 -0500, you wrote:
>My inclination is that Elkind is a child centered humanist (the art)
that
>attempts to validate that view through development as universal
and
>cultural bias free (the science). In addition to Piaget, he has
also
>incorporated a lot of Vygotsky or at least sees the debate between
these
>two theorists. For example, in one of his videos after
introducing various
>educational theorists, he spends the majority of his presentation on
the
>developmental ideas of Vygotsky and Piaget.
>
>The comment, while provoking is logically safe, because by definition
if it
>is not universal it is not developmental. As a humanist, if its
Piaget's
>emphasis on constructive activity or Vygotsky's emphasis on play,
Elkind
>sees them very much as universal, natural aspects of childhood.
As
>Greenfield, in MCA v.6 # 2, implicitly hints at it takes capital
or
>historical change for this natural child to be found. The
Mayan
>mother/daughter interactions in the first generation research in some
ways
>challenge the universal view, yet when capital is introduced the
natural
>child, or myth of, which is consistant with developmental
perspectives
>emerge. For me, Gaskins response was real useful, because the
narrative I
>got from Greenfield was that somehow the natural, developmental child
was
>tied to capital in a rather direct unquestioned way.
>
>In general, I would see Elkind as argueing for a natural, universal
child
>which goes through developmental stages in a predictable way, and
culture
>either supports the natural order of things (2nd generation
Greenfield
>research) or distorts it in fundamental ways (1st generation
Greenfield
>research). In contrast to Elkind, I would see
"development" as having a
>cultural bias at its core which for me was apparent in the
Greenfield
>piece.
>
>Another approach, which I generally see CHAT pointing to, is the
material,
>contextual or activity situatedness of mind or
"development" (change or
>transformation) in which rather than taking similarity (accross
cultures)
>as its basis, focuses on difference of mind (within activity, culture
etc.)
>in its own right without incorporating the pathology of
development. From
>Mike's comments on Artin's book, which I have put my order in,
my
>inclination is the book takes the discussion in this direction.
>
> /\
/ /\
| /-----
> / \ / /__\
---|--- /---
>/ \/
/ \
| /----
>
>Nate Schmolze
>http://www.geocities.com/~nschmolze/
>schmolze who-is-at students.wisc.edu
>
>*******************************************************************
>"Pedogogics is never and was never politically=20
indifferent,
>since, willingly or unwillingly, through its own work on the
psyche,
>it has always adopted a particular social pattern, political
line,
>in accordance with the dominant social class that has guided=20
its
>interests".
>
> =
&nbs=
p; &n=
bsp;
L.S. Vygotsky
>********************************************************************
>
>
>
>
>
>
>----- Original Message -----
>From: Bill Barowy <wbarowy who-is-at mail.lesley.edu>
>To: <xmca who-is-at weber.ucsd.edu>
>Sent: Wednesday, October 27, 1999 9:29 PM
>Subject: Re: development question
>
>
>> Hi Ricardo,
>>
>> David Elkind has produced a number of videos for teacher
preparation that
>> draw upon developmental approaches and his comment
appeared in the one
>> called "Using what we know". The video claims to
address Piagetian
>theory.
>> The video seemed provocative, and at the same time, it made some
good
>> points that you don't expect to come from a pure Piagetian
developmental
>> perspective. Maybe good fodder for discussion next
semester. I'm hoping
>> that the "people in the know" on xmca ( recent
discussions on play and
>> development indicate that there are many) may have
insights to what
>Elkind
>> is about.
>>
>> BB
>>
>> >Would you please tell where (book, article etc) did you
picked it up
>> >from him?
>> >
>> >
>> >
>> >Bill Barowy wrote:
>> >>
>> >> Folks,
>> >>
>> >> I am looking for a little background on Elkind.
When he says
>"development
>> >> is universal, and not culturally biased"
what does he mean exactly?
>> >>
>> >> Thanks in advance,
>> >> BB
>>
>>
>> Bill Barowy, Associate Professor
>> Lesley College, 31 Everett Street, Cambridge, MA=20
02138-2790
>> Phone: 617-349-8168 / Fax: 617-349-8169
>>
http://www.lesley.edu/faculty/wbarowy/Barowy.html
>> "One of life's quiet excitements is to stand somewhat apart
from yourself
>> and watch yourself softly become the author of something
beautiful."
>> [Norman Maclean in "A river runs through it."]
>>
>>
>