Interpsychological Exists!
Is there a joint, cooperative action taking place every time pupils do something in fours in a lesson, for instance, discuss the content of a text according to the task given by a teacher? Using clinical research of simple child-adult interactions, we explain how the following essential features of...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Moscow State University of Psychology and Education
2018-11-01
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| Series: | Культурно-историческая психология |
| Subjects: | |
| Online Access: | http://psyjournals.ru/en/kip/2018/n3/Zuckerman_Ryabinina_Chaban_et_al.shtml |
| _version_ | 1818391568712728576 |
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| author | Zuckerman G.A., Ryabinina L.A. Chaban T.Y., Romanova L.M. |
| author_facet | Zuckerman G.A., Ryabinina L.A. Chaban T.Y., Romanova L.M. |
| author_sort | Zuckerman G.A., |
| collection | DOAJ |
| description | Is there a joint, cooperative action taking place every time pupils do something in fours in a lesson, for instance, discuss the content of a text according to the task given by a teacher? Using clinical research of simple child-adult interactions, we explain how the following essential features of interpsychological action can be found in children’s activities: (1) a child’s initiative in solving the task (2) intersection of children’s initiatives upon the object of their activities (3) orientation of children’s individual actions both towards the object of their activities (in this case, the meaning of the text) and the partner (his/her understanding of the sought-for meaning) (4) unfinished, in-progress character of the ability to understand text in every child participating in the interaction (5) nonadditive character of the interaction outcome which exceeds the individual abilities of the participants (6) stability of the achieved outcome, its persistence in individual actions even outside the interaction (7) specially arranged activities of the adult participant of the interaction. At the project stage, the adult creates the focus in which the children’s initiatives can meet. In our case, it was a question to the text which implied reflective understanding that was only beginning to emerge in second-year pupils. At the stage of direct interaction, the adult (1) supports productive initiatives of the children, yet restraining from full participation in solving the task (2) protects the child community from unproductive conflicts arising due to violations of communicative norms. |
| first_indexed | 2024-12-14T05:15:36Z |
| format | Article |
| id | doaj.art-b98ea83d5ebb45568e94fd2522b441f2 |
| institution | Directory Open Access Journal |
| issn | 1816-5435 2224-8935 |
| language | English |
| last_indexed | 2024-12-14T05:15:36Z |
| publishDate | 2018-11-01 |
| publisher | Moscow State University of Psychology and Education |
| record_format | Article |
| series | Культурно-историческая психология |
| spelling | doaj.art-b98ea83d5ebb45568e94fd2522b441f22022-12-21T23:15:51ZengMoscow State University of Psychology and EducationКультурно-историческая психология1816-54352224-89352018-11-01143748410.17759/chp.2018140308Interpsychological Exists!Zuckerman G.A., 0Ryabinina L.A.1Chaban T.Y., 2Romanova L.M.3Psychological Institute of the Russian Academy of Education, Moscow, RussiaCenter for Assessment of Quality in Education, Krasnoyarsk, RussiaCenter for Education Quality Assessment, RussiaCenter for Education Quality Assessment, RussiaIs there a joint, cooperative action taking place every time pupils do something in fours in a lesson, for instance, discuss the content of a text according to the task given by a teacher? Using clinical research of simple child-adult interactions, we explain how the following essential features of interpsychological action can be found in children’s activities: (1) a child’s initiative in solving the task (2) intersection of children’s initiatives upon the object of their activities (3) orientation of children’s individual actions both towards the object of their activities (in this case, the meaning of the text) and the partner (his/her understanding of the sought-for meaning) (4) unfinished, in-progress character of the ability to understand text in every child participating in the interaction (5) nonadditive character of the interaction outcome which exceeds the individual abilities of the participants (6) stability of the achieved outcome, its persistence in individual actions even outside the interaction (7) specially arranged activities of the adult participant of the interaction. At the project stage, the adult creates the focus in which the children’s initiatives can meet. In our case, it was a question to the text which implied reflective understanding that was only beginning to emerge in second-year pupils. At the stage of direct interaction, the adult (1) supports productive initiatives of the children, yet restraining from full participation in solving the task (2) protects the child community from unproductive conflicts arising due to violations of communicative norms.http://psyjournals.ru/en/kip/2018/n3/Zuckerman_Ryabinina_Chaban_et_al.shtmlinterpsychological actionchild-adult interactionunderstanding textreflective questions to texts |
| spellingShingle | Zuckerman G.A., Ryabinina L.A. Chaban T.Y., Romanova L.M. Interpsychological Exists! Культурно-историческая психология interpsychological action child-adult interaction understanding text reflective questions to texts |
| title | Interpsychological Exists! |
| title_full | Interpsychological Exists! |
| title_fullStr | Interpsychological Exists! |
| title_full_unstemmed | Interpsychological Exists! |
| title_short | Interpsychological Exists! |
| title_sort | interpsychological exists |
| topic | interpsychological action child-adult interaction understanding text reflective questions to texts |
| url | http://psyjournals.ru/en/kip/2018/n3/Zuckerman_Ryabinina_Chaban_et_al.shtml |
| work_keys_str_mv | AT zuckermanga interpsychologicalexists AT ryabininala interpsychologicalexists AT chabanty interpsychologicalexists AT romanovalm interpsychologicalexists |