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Deconflating the ZPD and instructional scaffolding: Retranslating and reconceiving the zone of proximal development as the zone of next development
This article provides a reconception of what is known as Vygotsky's “zone of proximal development,” particularly its improper conflation with the notion of “instructional scaffolding.” The article introduces the essay's purpose and motivation; reviews and critiques Vygotsky's description of the ZPD and explains how it has come to be misinterpreted; summarizes Wood, Bruner, and Ross's introduction of the scaffolding metaphor; and provides a different, more accurate translation of the ZPD as the zone of next development, based on the documentary film The Butterflies of Zagorsk. Through this analysis, the author conte...
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

A discursive approach to the analysis of epistemic cognition
Publication date: March 2018Source: Learning, Culture and Social Interaction, Volume 16Author(s): Simon Knight, Karen LittletonAbstractA core concern in learning is coming to understand the ways in which claims of knowledge are made. The epistemic cognition literature typically characterises this learning in terms of how learners cognitively conceptualise the source and nature of knowledge. Recent work has offered alternative accounts of epistemic cognition that recognise the discursive nature of the construct. These accounts are derived from analysis of the ways that learners talk about knowledge in tasks such as evaluati...
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

The Three Domains for Dialogue: A framework for analysing dialogic approaches to teaching and learning
Publication date: Available online 9 March 2018Source: Learning, Culture and Social InteractionAuthor(s): Elisa Calcagni, Leonardo LagoAbstractThis theoretical article focuses on the dialogic teaching literature in an effort to build an integrative framework. We deem this necessary amidst an expanding field that still lacks a common vocabulary and means for integrating and comparing available approaches. In the framework, three domains that are key in dialogic teaching are outlined: Teaching-learning, Instruments and Assumptions. These general domains comprise eleven more specific components that reflect key elements consi...
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Does a good argument make a good answer? Argumentative reconstruction of children's justifications in a second order false belief task
Publication date: Available online 19 March 2018Source: Learning, Culture and Social InteractionAuthor(s): Elisabetta Lombardi, Sara Greco, Davide Massaro, Rebecca Schär, Federico Manzi, Antonio Iannaccone, Anne-Nelly Perret-Clermont, Antonella MarchettiAbstractThis paper proposes a novel approach to interpret the results of a classical second-order false belief task (the ice cream man task) administered to children in order to investigate their Theory of Mind. We adopted a dialogical perspective to study the adult-child discussion in this research setting. In particular, we see the adult-child conversation as an argument...
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Emotional and playful stance taking in joint play between adults and very young children
Publication date: Available online 21 March 2018Source: Learning, Culture and Social InteractionAuthor(s): Annukka Pursi, Lasse Lipponen, Nina Kristiina SajaniemiAbstractThe purpose of this single case study was to investigate emotional and playful stance taking in adults and very young children as they engage in joint make-believe play activity in a natural Finnish group-care setting. Drawing on the sequential approach of conversation analysis (CA), the study represents an effort to understand play in an early childhood education (ECE) setting from both children's and adults' perspectives at the same time. The results sug...
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Designing and implementing a test for measuring cultural dimensions in primary school
Publication date: Available online 22 March 2018Source: Learning, Culture and Social InteractionAuthor(s): Damián Gelerstein, Miguel Nussbaum, Ximena López, Ana Cortés, Cristóbal Castillo, Pablo Chiuminatto, Francisca OvalleAbstractCognition and culture are deeply intertwined as there are important cross-cultural differences in the cognitive development of individuals. Although there are a large number of studies on the subject of culture, these are qualitative in nature and not focused on school contexts. Our aim is to develop a quantitative instrument for primary education that determines the cultural texture within ...
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Do children express curiosity at school? Exploring children's experiences of curiosity inside and outside the school context
Publication date: Available online 26 March 2018Source: Learning, Culture and Social InteractionAuthor(s): Tim Post, Juliette H. Walma van der Molen (Source: Learning, Culture and Social Interaction)
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Scaffolding primary teachers in designing and enacting language-oriented science lessons: Is handing over to independence a fata morgana?
Publication date: Available online 5 April 2018Source: Learning, Culture and Social InteractionAuthor(s): Jantien Smit, Martine Gijsel, Anna Hotze, Arthur BakkerAbstractThe purpose of the design-based research reported here is to show – as a proof of principle – how the idea of scaffolding can be used to support primary teachers in a professional development programme (PDP) to design and enact language-oriented science lessons. The PDP consisted of six sessions of 2.5 h each in which twelve primary school teachers took part over a period of six months. It centralised the language support that pupils need to reason du...
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Just plain peers across social networks: Peer-feedback networks nested in personal and academic networks in higher education
This study examines PF, personal, and academic networks in higher education to identify any peer centrality pattern. Additionally, the PF content is examined to identify any content-related pattern across PF networks. Participants were 47 master students in a German university. A subsample of 32 students, who voluntarily participated in two learning communities, so called Communities of Learning Practice (CoLP), was further examined in terms of PF networks and content of provided PF. Data were collected from social network questionnaires (cohort level) and video recordings of community events (CoLP level). Data analysis in...
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

“Food for thought”: Blogging about food as dialogical strategy for self-disclosure and otherness
Publication date: Available online 7 April 2018Source: Learning, Culture and Social InteractionAuthor(s): Maria Beatrice Ligorio, Giovanna Barzanò (Source: Learning, Culture and Social Interaction)
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Student-teacher conferencing in Swedish upper secondary school: Dimensions of dominance and relations between perspectives in institutional discourse
Publication date: Available online 7 April 2018Source: Learning, Culture and Social InteractionAuthor(s): Robert OhlssonAbstractStudent-teacher conferences are mandatory in Swedish upper secondary school. Steering documents prescribe that these conversations should be characterised by equality between the interlocutors and “dialogue” is presented as an ideal for these interactions. This is a challenging task since this institutional discourse actualises the formal roles of student and teacher, and the interlocutors' relationship is inherently asymmetrical. This paper presents findings from an empirical study of audiota...
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

A qualitative case study of Instructional Support practices in Chinese preschool classrooms
Publication date: Available online 11 April 2018Source: Learning, Culture and Social InteractionAuthor(s): Yi Yang, Bi Ying Hu, Shulin Yu, Sherron Killingsworth Roberts, Sylvia S.L. Ieong (Source: Learning, Culture and Social Interaction)
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Art on the move: The role of joint attention in visitors' encounters with artworks
Publication date: Available online 13 April 2018Source: Learning, Culture and Social InteractionAuthor(s): Dimitra ChristidouAbstractMost visitors arrive at museums and navigate their way through the galleries as part of a group, a constellation requiring them to oscillate their attention between their companions and the curated exhibition. This paper focuses on two examples of videotaped data collected at an art museum in the UK to explore the ways in which visitors achieve joint attention with their companions in front of a painting. The analysis draws on interaction analysis and foregrounds the ways in which pairs of vi...
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Examining the psychological content of digital play through Hedegaard's model of child development
Publication date: Available online 17 April 2018Source: Learning, Culture and Social InteractionAuthor(s): Marilyn FleerAbstractAs digital devices become part of everyday life, young children experience new play opportunities (O'Mara & Laidlaw, 2011). Recent research has examined these new practices in homes and educational settings. However, missing from this research, is an understanding of the psychological content of children's digital play. In drawing upon Hedegaard's (2012, 2014) cultural-historical model of child development, this paper presents a study of children's participation in preschool activity settings wher...
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Peer organized study groups: Successful learning interactions in Mexican undergraduate physics
Publication date: Available online 17 April 2018Source: Learning, Culture and Social InteractionAuthor(s): Antonia Candela (Source: Learning, Culture and Social Interaction)
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research