Un-Naming Names: Using Vygotsky's Language Games and Halliday's Grammar to Study How Children Learn How Names Are Made and Unmade

Autor/inn/en	Seon-Mi, Song; Kellogg, David
Titel	Un-Naming Names: Using Vygotsky's Language Games and Halliday's Grammar to Study How Children Learn How Names Are Made and Unmade
Quelle	In: Early Years: An International Journal of Research and Development, 42 (2022) 4-5, S.631-645 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kellogg, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2020.1853682
Schlagwörter	Grammar; Learning Theories; Sociocultural Patterns; Best Practices; Scaffolding (Teaching Technique); Developmental Stages; Age Differences; Thinking Skills; Naming; Games; Preschool Children; Linguistics; Mothers; Language Acquisition; Parent Child Relationship; Korean; Discourse Analysis; Elementary School Students; Secondary School Students; Foreign Countries; Phonetics; Phonology; Language Processing; South Korea + Suchen Sie Ihr Suchwort? Grammatik; Learning theory; Lerntheorie; Soziokulturelle Theorie; Age; Difference; Age difference; Altersunterschied; Denkfähigkeit; Game; Spiel; Spiele; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Linguistik; Mother; Mutter; Sprachaneignung; Spracherwerb; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Koreanisch; Diskursanalyse; Sekundarschüler; Ausland; Phonetik; Fonetik; Fonologie; Sprachverarbeitung; Korea; Republik
Abstract	Today, L.S. Vygotsky's concept of a 'zone of proximal development' (ZPD) is often used to just mean best practices in early years teaching, like scaffolding. But in his original theory, the zones linked age periods distinguished by age-specific neoformations -- one of which was the formation of concepts at adolescence. So Vygotsky rejected Stern's idea that early years already had the wherewithal of adult concepts and affirmed the age-specific quality of child thinking instead. He demonstrated this through two ingenious 'name games'. In this paper, with the help of two Korean children, we will replicate the name games and use one game to study the difference between Vygotsky's 'Crisis at Three' and the 'Crisis at Seven'. We describe the differences from the systemic-functional perspective of Ruqaiya Hasan and Michael Halliday. In this way, we hope to restore a diagnostic function to Vygotsky's ZPD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01