|
p.188 Piaget regarded young children's speech as egocentric, or unadapted to the communicative context... he treated egocentrism as an inability to take into account the perspective of, or interests of, others, which in turn confirmed his view of the unsocialised character of the child. By contrast, Vygotsky understood 'egocentric' (or self-directed) speech as functioning as an intermediary between activity and thought, as an external aid or prop to problem solving, that helps children plan and direct their actions.
p.188-189 Vygotsky has been taken up by developmental psychologists largely due to increasing recognition of the abstracted and asocial character of Piaget's model... Put (over)simply, for Piaget development is from the 'inside out' - a movement away from non-verbal (what he called 'autistic') thinking, first to egocentrism and then to inner speech (as thought). In contrast, for Vygotsky development is from the 'outside in', that is, from the social to the individual. The individual is therefore the end rather than the starting point of the process of development. Thus for Vygotsky, thought and language are connected or mediated via language as an interactional and cultural tool... Vygotsky... treated the individual as constructed through the social... The Vygotskian notion of development as participation within 'communities of practice' has inspired much developmental and social psychological research.
p.189 [Holzman, 2006, Activating Postmodernism] Vygotsky's language completing thought ('thought completed in the word') presents an alternative to the dominant Western philosophical-linguistic-psychological paradigm, which rests on the assumption that language expresses thought... Language completing thought identifies language as sociocultural relational activity.
p.191 Joint activity... forms the basis for joint reference or attention. This is indicated by mutual gaze
p. 263 Central tenets of the child-centered approach are indicated by five key terms: readiness, choice, needs, play and discovery... The focus on 'play' suggests that learning should be voluntary, enjoyable, self-directed, non-goal oriented, functional for emotional well-being and that the general opposition between work and play should be broken down. The promotion of autonomy was seen as central to fostering curiosity, confidence and competence, which in play functioned as the guarantor of freedom and independence. Finally, the role of 'discovery' highlights that learning takes place through individual, personal experience.
|
