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@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@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
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>>
>
>
> --
> 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
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