Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-84b7d79bbc-7nlkj Total loading time: 0 Render date: 2024-07-28T20:16:57.415Z Has data issue: false hasContentIssue false

2 - Parallel conceptual worlds

Published online by Cambridge University Press:  05 October 2013

Marilyn Fleer  and
Mariane Hedegaard
Marilyn Fleer
Affiliation:
Monash University, Victoria
Get access

Summary

When we say the child acts on the basis of imitation, we do not mean that he looks another person in the eye and imitates him. If today I see something and tomorrow do it, I do it on the basis of imitation. When the school child solves a problem at home on the basis of a model that he has been shown in class, he continues to act in collaboration, though at the moment the teacher is not standing near him. From a psychological perspective, the solution of the second problem is similar to this solution of a problem at home. It is a solution accomplished with the teachers help. This help – this aspect of collaboration – is invisibly present. It is contained in what looks from the outside like the child's independent solution of the problem.

(Vygotsky, 1987b: 216)

INTRODUCTION

Vygotsky (1966) put forward a dialectical view of play in which psychological functioning and external activity mutually constituted each other. Contrary to popular belief, he argued against an intellectualisation of the concept of play, but suggested that the cognitive dimensions of play could not be separated out from the affective dimensions of play (see also Levykh, 2008 for a related discussion of emotions and the Zone of Proximal Development – ZPD). He also argued that development in play could not be removed from the relations between internal psychological functioning and external activity.

Type
Chapter
Information
Early Learning and Development
Cultural-historical Concepts in Play
 , pp. 20 - 32
Publisher: Cambridge University Press
Print publication year: 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×