Hostname: page-component-586b7cd67f-2brh9 Total loading time: 0 Render date: 2024-11-28T17:03:20.675Z Has data issue: false hasContentIssue false
  • English
  • Français

The Zone of Proximal Development and Communicative Development

Published online by Cambridge University Press:  22 December 2008

Karin Junefelt
Karin Junefelt
Affiliation:
Department of Scandinavian Languages, Stockholm University, S-106 91 Stockholm, Sweden.
Get access

Abstract

This article deals with extensions of Vygotsky's (1978) theory of learning in the zone of proximal development. First, affect is added as an additional prerequisite Wertsch's (1979) extended version of it. Then, learning in the zone of proximal development is applied to communicative development. Finally, four main levels in the development from interindividual to intraindividual functioning of communication in the child are distinguished and exemplified.

Type
Research Article
Information
Nordic Journal of Linguistics , Volume 13 , Issue 2 , December 1990 , pp. 135 - 148
Copyright
Copyright © Cambridge University Press 1990

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Ainsworth, M. D. S. 1979. Infant–Mother Attachment. American Psychologist 34 (10), 93–937.CrossRefGoogle ScholarPubMed
Bakhtin, M. M. 1981. The Dialogic Imagination, ed. Hoiquist, M.Austin: University of Texas Press.Google Scholar
Bakhtin, M. M. 1984. Problems of Dostoevsky's Poetics, ed. Emerson, C.Minneapolis: University of Minnesota Press.CrossRefGoogle Scholar
Bowerman, M. 1980. The Structure and Origin of Semantic Categories in the Language Learning Child. In Foster, M. L. & Brandes, J. (eds.), Symbol as Sense. New York: Academic Press.Google Scholar
Bowlby, J. 1973. Attachment and Loss: Separation, Anxiety and Anger. New York: Basic Books.Google Scholar
Bruner, J. 1985. Vygotsky: A Historical and Conceptual Perspective. In Wertsch, J. V. (ed.), Culture, Communication and Cognition. Vygotskian Perspectives. Cambridge, Mass.: Harvard University Press, pp. 21–34.Google Scholar
Chomsky, N. 1965. Aspects of a Theory of Syntax. Cambridge, Mass.: MIT Press.Google Scholar
Cole, M. & Scribner, S. 1974. Culture and Thought. A Psychological Introduction. New York: John Wiley & Sons.Google Scholar
Goffman, E. 1972. Interaction Ritual. Essays on Face-to-Face Behaviour. Harmondsworth: Penguin Books.Google Scholar
Heath, S. B. 1983. Ways with Words. Language, Life and Work in Communities and Classrooms. Cambridge, Mass.: Harvard University Press.CrossRefGoogle Scholar
Hubley, P. & Trevarthen, C. 1979. Sharing a Task in Infancy. In Uzgiris, I. C. (ed), Social Interaction and Communication during Infancy. New Directions for Child Development, 4, 57–80.CrossRefGoogle Scholar
Jakobson, R. 1968. Child Language Aphasia and Phonological Universals. The Hague: Mouton.CrossRefGoogle Scholar
Junefelt, K. 1987. Blindness and Child-Adjusted Communication. Diss. MINS, 25. Department of Scandinavian Languages, Stockholm University.Google Scholar
Junefelt, K. 1989. Turn-in-Non-Turn. In Söderbergh, R. (ed.), The Second Scandinavian Child Language Symposium, paper no. 4. Lund University, Department of Linguistics. pp. 89–100.Google Scholar
Linell, P. 1982. The Written Language Bias in Linguistics. SIC 2, Department of Communication Studies, University of Linköping.Google Scholar
Mead, G. H. 1934. Mind, Self and Society. Chicago: University of Chicago Press.Google Scholar
Rogoff, B., Malkin, C. & Gilbride, K. 1984. Interaction with Babies as Guidance in Development. In Rogoff, B. & Wertsch, J. V. (eds.), Children's Learning in “The Zone of Proximal Development” New Directions for Child Development 23, 31–44.CrossRefGoogle Scholar
Rommetveit, R. 1979. On the Architecture of Intersubjectivity. In Rommetveit, R. & Blakar, R. (eds.), Studies of Language, Thought and Verbal Communication. London: Academic Press, pp. 93–107.Google Scholar
Rommetveit, R. 1985. Language Acquisition as Increasing Linguistic Structuring of Experience and Symbolic Behavior Control. In Wertsch, J. V. (ed.), Culture, Communication and Cognition. Vygotskian Perspectives. Cambridge: Cambridge University Press, pp. 183–204.Google Scholar
Trevarthen, C. 1977. Descriptive Analyses of Infant Communicative Behaviour. In Schaffer, H. R. (ed.), Studies in Mother–Infant Interaction. London: Academic Press, pp. 227–270.Google Scholar
Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, Mass.: Harvard University Press.Google Scholar
Vygotsky, L. S. 1987. Thought and Language. Cambridge, Mass.: MIT Press.Google Scholar
Wertsch, J. V. 1979. From Social Interaction to Higher Psychological Processes: A Clarification and Application of Vygotsky's Theory. Human Development 22 (2), 1–22.CrossRefGoogle Scholar
Wertsch, J. V. 1984. The Zone of Proximal Development: Some Conceptual Issues. In Rogoff, B. & Wertsch, J. V. (eds.), Children's Learning in the “Zone of Proximal Development” New Directions for Development. 23, 7–18.CrossRefGoogle Scholar
Wertsch, J. V. 1985. Vygotsky and the Social Formation of Mind. Cambridge, Mass.: Harvard University Press.Google Scholar