RE: [xmca] LSV on the preschool stage

[smago <smago@uga.edu>]

Eric et al., I'm scheduled to present at ISCAR on:
"Every individual has his own insanity": Applying Vygotsky's work on defectology to the question of mental health as an issue of inclusion. 
Now, all I have to do is write it. It's a followup paper to a paper that's in press that challenges mental health discourse that characterizes non-normative (or extranormative as I call it in the paper) mental health as disability and uses LSV's work on defectology to help argue for changes in setting surrounding neuroatypical mental health makeups. 


-----Original Message-----
From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On Behalf Of ERIC.RAMBERG@spps.org
Sent: Thursday, October 14, 2010 3:22 PM
To: eXtended Mind, Culture, Activity
Subject: Re: [xmca] LSV on the preschool stage

Martin:  Thank for that clarification.  XMCA is such an excellent 
classroom!

I know that LSV wrote on defectology but it was not in the clarity of 
which he wrote thinking and speech.  Has anyone seen investigations in 
developmental disabilities from LSV's developmental standpoint?

eric



From:   Martin Packer <packer@duq.edu>
To:     "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
Date:   10/14/2010 11:50 AM
Subject:        Re: [xmca] LSV on the preschool stage
Sent by:        xmca-bounces@weber.ucsd.edu




On Oct 14, 2010, at 11:35 AM, ERIC.RAMBERG@spps.org wrote:

> I agree with your initial assessment that LSV believes development first 

> comes from outside the child and that Piaget believes children have 
inate 
> thinking abilities that are strengthened as they develop.

Eric,

My way of putting it would be more like this: that for Piaget the child is 
continuously interacting with the environment and adapting to it. 
'Interiorization,' is the process of child's 'reflexive abstraction' of 
their own actions into increasingly abstract and mental operations. 

For LSV there is, equally, always an interaction between child and 
(social) environment, but the process of development always involves a 
'social moment,' so that functions first move 'inward psychologically' as 
the child becomes aware of and masters what was previously social, and 
then 'inward physiologically' as functional brain systems develop direct 
linkages to handle what was previously only possible through motor-sensory 
linkages mediated outside the body. 

The latter account leaves out the alternation of 'periods' and 'crises' 
during development, however.

As for the case of children with developmental disabilities, that lies way 
outside my meager areas of expertise.

Martin_______________________________________________
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