-------------- Original message ----------------------
From: Ana Marjanovic-Shane <email@example.com>
> In that light, a child does not "receive various methods of assistance"
> - but instead, enters into a new interactive system of relationships and
> processes. Joint activity is one of the ways that child can enter,
> explore and practice this new world in which there are new
> objects/objectives, new relationships and new rules.
And new artifacts, e.g. language, concepts, tools, signs, "things", etc...
So, if the functions, extant and emerging, span across the brain-environment barrier, i.e. are functions-with-context, then why would we want to change the context to assess learning, e.g. make children take tests?
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