Organismic perspective and development function PDF

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Around the age of seven, there was a significant decrease in the amount of private speech emitted, for which Piaget made the following interpretation: this decrease in emissions is because the child ceases to be self-centered. Thus, for him private speech would have no use and would be a further sig...

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ORGANISMIC PERSPECTIVE AND DEVELOPMENT FUNCTION Contextual-dialectic model: Vygotsky -Mediation concept -Double Training Act -Next Development Zone -Interiorization Mediation: refers to the instrumental nature of all our behaviors, that is, they are all related to the use of instruments. Thus, for Vygotsky, advancing development is moving from a primary way of thinking, responding, remembering, reacting, etc., to a form increasingly mediated through the use of the instrument. Vygotsky called it going from a natural line of development to a cultural line of cognitive development. Vygotsky called these new acquisitions superior psychologicalprocesses,as opposed to basic capabilities before instrumental use. Types of instruments: Externally oriented instruments: through their use a greater transformation of the medium has been achieved. Examples: hammers, saws, hoes, etc. Instruments of internal orientation: aimed at modifying and organizing our behavior and our cognitive activity. Here we find, in turn: External resources: examples: write something in an agenda, set the alarm clock, count on your fingers, use an abaco, the language with oneself or the one directed by others to modify our behavior, etc. Some of them we use throughout our lives, while others are abandoning them in development as we learn. Internal resources: such as calculation rules, mnemonic rules, etc. With them we mediate cognitive activities, such as memory, which has nothing to do with the spontaneous memory of the baby. External language becomes internal language. Thus, every process that takes place "within the skin" and acquired through socialization would be considered internal. To all these instruments of internal orientation, Vygotsky called Them Instruments of Semiotic Mediation. The most important Instrument of Semiotic Mediation has always been language, first in its external form and then in its hidden form. Vygotsky, in his book "Thought and Language," describes a study with children in school situations where they were presented

with unattainable stimuli (similar to Keller's studies with chimpanzees in which he came to formulate the concept of cognitive restructuring and therefore the concept of insight). In studies with children they found that children between 3 and 6 years old were not limited to tantling, but involved with themselves, which Vygotsky called private speech. By issuing this speech, the children were introducing an organization and an anticipation of the answers. This speech would, then, be his way of thinking. It has a social character, because for Vygotsky everything speaks is social, but this one is more characteristically private. That is why it has the function of all mediation instruments. In fact, when children are prevented from speaking in performing these tasks, there is a great deterioration in problem solving. Vygotsky placed great emphasis on the consideration of all childlike speech as social speech, because it arises in communicative contexts and with communicative intentionality. However, he made a distinction around the speech observed nearly three years of age: on the one hand, speech maintains communicative function with others, but on the other hand, it also happens to have a communicative function with oneself, which is what he would specifically call private talk, a mediation tool that children use to reason and solve problems. Around the age of seven, there is a significant decrease in the amount of private speech emitted, for which Piaget made the following interpretation: this decrease in emissions is because the child is no longer self-centered . Thus, for him private speech would have no use and would be a further sign of childhood egocentrism, a mere accompaniment of actions. It would eventually disappear as the egocentrism of childhood psychism disappears. Vygotsky made a different hypothesis, according to which the explanation for this disappearance would be in the fact that private speech is gradually internalized and becomes our reflection. Thus, our consciousness would have the same dialogical character as relationships with others. Our reflections would therefore be our dialogue with ourselves. For this reason, our conscience and thoughts are social in nature. In this sense, from a contextual perspective, there are many forms of development, as many as mediation tools can be used and contexts in which to develop. Law on double training: formulated in his work "Development of Higher Psychological Processes". This law tells us that interpersonal processes end up becoming intrapersonal processes. Everything happens first in an external way and, later, something similar is reconstructed on an internal plane, this being applicable to any aspect of development. Usually what takes place externally is thanks to expertpeople. This law is related to another Vygotsky concept: internalization.

The reason we do the tasks with others first and then for ourselves is that we end up building Next Development Zones. We acquire the mediation instruments of others and make them our own. All Next Development Zones occur in interaction with others. Vygotsky was very critical of the application of tests to children since, according to him, he only evaluated a single aspect of his development that was already mature and that was the least interesting of all: the Real Development Level. This concept does not tell us anything about what are going to be the skills that children will be able to carry out in the near future, but these would be given by the Level of Potential Development, those skills that the child will be able to launch with the help of others. We all have different Levels of Real Development and, even having equal Levels of Real Development, two children would not have to have the same Level of Potential Development. Thus, the Level of Potential Development would be those skills that stand out from the Real Development Level and that, thanks to the help of experts, obtain a higher performance and end up forming a new Level of Real Development. Vygotsky's metaphor in this regard would be: "The Next Development Zones would be the buds of a flower that are going to bloom but have not yet bloomed." All psychological training appears twice in development: first with others and then autonomously. Internalization: This is the internal rebuild of an external operation. These operations may or may not have taken place with the help of others. Example: Go from looking at your finger when your baby is pointing at something to looking at what your finger points to. To understand what this gesture means, it takes an important mature process that has to do with the primary Adualism of The Piagetian, according to which it is necessary for the child to learn to distinguish himself from what surrounds him, something impossible to occur before 9 months. Vygotsky's thesis refers to the fact that the pointing gesture in infants is a vain attempt to grab an interesting object that they cannot reach. This is the genesis of a gesture that ends up becoming a gesture by the interpretation that others make of it. The imitation processes by the baby are given with the purpose of satisfying a desire or a need. This would be the beginning of the pointing gesture. Kaye conducted experiments with infants to discuss the procedures that are performed to achieve the pointing gesture. Bates establishes the existence of a proto-imperative system that would be the one used before acquiring the verbal-imperative line, producing the child sounds while making the gesture of pointing (at 9 months). After this, the

pointing gesture takes on a proto-declarative function (at 11 months), in which the baby first analyses whether the adult is paying attention to it and then points to the object making the sound; in this case, the gesture of pointing it works as an interactive link, establishing the joint attention between the two (they share the object as a common topic of interaction). Genetic-experimental model It seeks to build a genetic model with an experimental condition to analyze the changes that occur (Vygotsky). Bruner would rebrand this method asMicrogenetic methodderivative ofmicrogenesis. In the 70s cultural psychology was given, sharing the Vygotskyan method and being an attempt at the process of operability. In this area, intersubjectivity (sharing meanings) will be a relevant fact to describe the social origin of Cultural Psychology.Woodproposes a few steps to follow in the epigenetic model: 1 step: raise a task. Step 2: discuss the difficulties the child has in the task: for this the mother is told not to help him despite his difficulty. Thus, its actual evolutionary level (FirstEpisode (NER)is assessed. 3 step (Secondepisode (NEP)): the mother is asked to provide the help, thus mediating her cognitive level and completing the task. In this way, the potential evolutionary level would be assessed. 4 step (Third episode (NER)): epigenetic advances are analyzed after eliminating aid by the mother. The actual evolutionary level is being reassessed. The third and fourth steps would correspond to the Next Development Zone. Thanks to it you can quantify the advances that the baby has made in his or her skill development. Cultural Psychology: Within the Mediation process we find: External plane: development agents (Bruner, Wood, Rogoff, Cole, etc.) Internal plan (Kaye, Wertsch). Bruner Concepts: Scaffolding and Formats Scaffolding:internal support (sensitive to the real difficulties that the apprentice experiences at all times) by the expert. In this way, the expert will provide the child with the appropriate degree of help, the necessary, allowing the

construction or improvement of new skills within the DPZs (these zones are only built when these two requirements are given). Desandamiaje: withdraw the aids when the child can perform the activities by himself (inviting him to do them). It would be as important to provide the aid as to withdraw it at the right time. Wood Together with Bruner, he formulated the concept of scaffolding,but he takes it further trying to operate it, seeking forms of contingent help. Wood sets five levels of growing help that experts gave to their apprentices: Verbal Breath: The caregiver verbally encourages the child to do something. Verbal instructions– The mother verbally gives instructions on how to perform the task. Point to the material:the mother literally points to that object to be used. Prepare the material:the mother herself takes the necessary object and gives it to the child. Demonstration or modeling: the mother does for the child the task that the child does not know how to do. It can be a complete or partial modeling. The hypothesis of what affective instruction is led Wood to be more of an instructional than culturalpsychologist, ashe began. For Wood, when the child makes a mistake, the mother assumes greater control and then points to the child's material. This is followed by a mistake, which the mother responds to with level 4 (prepares the material) and, if after that also follows an error, she finally responds with level 5 (she finishes doing the task for the child to see and then can repeat it). When, on the other hand, level 3 works, the mother removes some of the control, so that she de-sandamies aid by going down to levels 1 and 2 in subsequent difficulties. This would correspond to the contingent aid made by Wood. Format: Bruner studied two game formats, because although they are not the only forms of mother-child interaction, it is one of the most striking and special. For example, in the cu-cú tas tas-tás the mother contends to generate contingencies in highly predictable conditions by making very small babies end up being contingent as well. This game is one of the most stimulating activities for babies, bringing together the adult's face all the stimulating properties that the baby is interested in: eyegloss,teeth,smile, inbound and outbound, etc. Thus, in this format the baby seems much more mature than it is outside of it. In addition, mothers manage to introduce a novel element that makes it unpredictable and thus get the baby's attention again. With these interactions, the child learns the communicative pragmatic.

In the format looking at abook,Bruner observed in longitudinal studies in 3 or 4 stages of development children with their mothers (obviously belonging to legal cultures). These children and their mothers sat around passing sheets of books or magazines while the expert (the mother) points to things, asks, and leaves a blank space as respecting the child's turn, finally answering for him. Four months later the baby will babble and serve as an answer. Another four months later he will put something like a label and eventually end up giving an intelligible label. The expert should always demand something more from the child at each stage. This format is going to be important for the child to learn that things have name and for their cognitive, linguistic and communicativedevelopment. According to Bruner, then, a format is a contingent relationship between two parties in which each movement of one of the parties is a response to the movement of the other, which would be an essential pre-requirement and training for the formation of the dialogue and introducing the child to culture. It would be a microcosm in which each party does something for the other and the two do things together. Rogoff Conducts comparative studies of the development of American children and Mayan children in Guatemala. This observation of Mayan culture led her to formulate the important concept of guided participation. Guided participation: refers to the ways in which culture experts shape children'sreasoning and development, both participating in Maya cultural practices. These are the ways in which experts mediate cultural instruments in informal teaching contexts (since they are not a legal culture). Thus, the expert is located in the place of development and is building bridges that allow the advancement of the subject in development. It would be another form of the concept of scaffolding. Scribner and Cole They ran the Comparative Human Cognition Laboratory (LCHC) in the US, where they saw that modes of development occur differently depending on culture. They studied the ways in which the sylogistical reasoningis being built,which, from a single statement, is able to draw coherent conclusions from adolescence onwards (e.g.: All men are mortal. Socrates is a man, then Socrates is mortal.). There are dozens of variants of systologistic reasoning. Luria He turned Uzbekistan into an authentic natural laboratory (something Vygotsky had already intended to do before he died), since it was an area to which the advances promoted by the Russian Revolution had already arrived but also had

many areas that, in the 30s, they were still living under a feudal regime. For this reason, comparative studies could be carried out between Uzbeks from different areas. Among other things, the ability of syslogistic reasoning was studied through the approach of tasks such as: would it be possible to successfully obtain cotton in plantations in the southern United States, with certain temperature and humidity conditions?It was seen that the Uzbeksculturalizedwere able to extract knowledge, while thenon-culturalizedthey never came to conclusions, even with Luria's help (the premise of the non-culturalised was: what I have not seen, I do not speakof). Thus, the frequent use of reading and writing was shown to be basic tools for the development of systologistic reasoning. Kaye He's a direct disciple of Bruner. He is the author of the metaphor of developing subjects as learners ofculture. This means being apprentices to the tools that mediate culture. Thus, our craft would be to become experts in culture, something we do because there is always someone more expert than us willing to help us. The idea of apprentice has medieval connotations from the time of the guilds, and involves all these characteristics: The expert presents the simplified tasks. Allows you to train in the simplest tasks. The expert works as a model. Check and support whether the learner does the job is necessary. Withdraw the aid if it is no longer needed. It presents increasingly complex tasks as the learner masters the simple ones. Finally, it allows the apprentice, under his supervision, to perform the entire task. It's contingent in its interactions. Maintains an interaction organized in turns. Kaye, in his book The Social and Mental Life of Babies. How parents createpeople,he recounts how, in his observations in a cafeteria, he observes two men with a baby on the lap of one of them, who is about 4 or 5 months old and is interested in a set of keys on the table , exhibiting motor skills. Therefore, you can see how most experts create workshops in an unplanned or voluntary way for the child to develop skills. These workshops are fundamental to child development. At one point, the father brings the keys to his son and his son can reach them but is not yet able to grab him. Then the father lifts the keychain in

the air and the baby can hold it. The parent acts in a way that allows the child to train his or her reach and pressure skills. This is why it is said that the father is the one who creates the conditions for his son to develop as a person. Wertsch In an attempt to operate (take a step further to be able to handle it) the basic concepts vygotskyanos, tries to find a way to handle the concept of internalizationmore easily, and does so bydefining it as: the move from heteroregulation to self-regulation,that is, how activities we carry out only with the help of others we end up doing them forourselves. Study the processes that have to take place between expert and apprentice to take this step (for example, the process of learning to ride a bike). He always studied expert-novice days trying to solve tasks superior to the rookie's capabilities. Especially famous is the example of the truck puzzle (children between 3 and 4 years old). Its conclusion was that there are the following interactive processes: The way experts define thetask: there are different ways, such as: some experts define it as goal-oriented,others as procedural-oriented,so that experts grant different help ways depending on how the task is defined. Wide variety of aids to carry out the task provided by the expert:such as: pointing out the task, giving verbal or non-verbal support, etc. They allow the child to train on the type of skills required to overcome the task. Appropriation and control by the child of the help given by the expert: it corresponds to the mother loosening and releasing part of the control. Do something that does not fall within the understanding of the apprentice with the help of someone who knows more: so that you can become aware of the steps that are necessary to successfully perform the task and to understand the meaning of those steps. The self-centered speech of the child in such situations:the child tells himself something that the mother has told him before. The level of cognitive availability of the child:that is, how close or far the task is from its actual evolutionary level. Page 45 Family and psychological development.!Cultural psychological considerations. Popular Psychology: It would portray a new line of research by psychologists derived from cultural psychology. It is based on the study of all the opinions and beliefs of the ordinary man. In this sense, it would be made up of all those simplistic theories

of which the average man has no consciousness, but which has been managing since the time of the hominids. Many of them are not officially contemplated by scientific psychology, but they are necessary so that we can anticipate what is going to happen and understand the behavior of others. One of the most important pillars of this Popular Psychology would be those implicit theories about what parents believe should be the development and behavior of their children. Sometimes they work and sometimes they don't make things worse. However, their importance is given to us that these theories are variables that mediate the behavior of parents with children. It should not be disqualified from scientific po...