Re: [xmca] Lindqvist on Leontiev on Play

[mike cole <lchcmike@gmail.com>]

Which is a great reason for people to vote for an article read for
discussion, David (monica's being one of them) AND that they can
jump the cheap dollar and get them all for relatively small change these
days.

VOTE: Polls Close Tomorrow!!!

If you do not know how to vote, well, either ask or go to lchc.ucsd.edu
and find discussions, and there you will find xmca, and THERE you will
find the poll both.

mike

On Mon, Feb 1, 2010 at 9:23 PM, David Kellogg <vaughndogblack@yahoo.com>wrote:

> Or rather, Monica Nilsson on the magnificent Gunilla Lindvist on Leontiev
> on play, writing in one of the papers in the current issue of MCA:
>
> "Lindqvist is critical of how Vygotsky's successors came to interpret his
> theory of play. Vygotsky emphasized teh dialectics expressed through the
> relation between the adult world and the child's world and also between the
> will and the emotion. She writes that Leontiev sees no tension between the
> adult world and the child's world and that play, for him, is about a child's
> inability to acquire adult roles. When a child can't perform adult actions
> he instead creates a fictitious situation. This situation, Lindqvist writes,
> is, for Leontiev, the most significant sign of play. Thus play is the sign
> of the child's inferiority, and hence play is in fact an infantile activity
> because, as Lindqvist states, from this perspective, the child will
> gradually grow into the adult world and play is diected toward the future.
> Moreover, she claims that the implication is a stress on reproduction (of
> adult roles) at the expense of creativity. Therefore, she attempts to
>  reinterpret Vygotsky's play theory, based on his original thoughts in The
> Psychology of Art, and his inquires (sic) into creativity and imagination.
> According to Lindqvist, Vygotsky's idesas give rise to a creative
> pedagogical approach instead of an instrumental one. This is because
> Vygotsky shows how children interpret and perform their experiences by
> creating new meaning and how emotions characterize their interpretations,
> that is, how emotion and thought unit in the process of knowledge
> construction." (p. 16).
>
> Kozulin remarks (on p. 25 of HIS magnificent book, Psychological Tools, on
> how Leontiev's emphasis on practical activity instead of semiotic tools led
> him into a kind of "Piagtian program of exploring the internalization of
> sensorimotor actions".
>
> But it really took Gunilla Lindqvist to point out the terrible consequences
> that a neo-Piagetian program like Leontiev's might have for children at
> precisely the age that Piaget called "sensorimotor".
>
> David Kellogg
> Seoul National University of Education
>
>
>
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