Intentional Understanding Through Action Coordination in Early Triadic Interactions

Vietri, Maximiliano; Alessandroni, Nicolás; Piro, María Cristina

doi:10.1007/s12124-022-09677-5

Cited by 6 publications

(4 citation statements)

References 139 publications

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“…The constitutive role of objects in cognitive development is already identified in early childhood. For example, recent devel opmental psychology studies have shown the fundamental role of the canonical use of objects in concept development and in intention understanding in early childhood (Alessandroni, 2021;Vietri et al, 2022). Therefore, we understand that materiality shapes our engagement with the world, affording (or not) participatory sense-making.…”

Section: Embodiment and Materiality Shaping Participation And Learnin...mentioning

confidence: 99%

Material engagement shaping participation of children on the autism spectrum: Embodiment and subjectivity in small-group learning

Ferreira,

Muniz

2024

Eur. J. Psychol.

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This study investigated the material engagement and their affordances for participation of children on the autism spectrum (AS) in small-group learning. Framed by a methodology called Idea Diary that fosters social interactions in classroom environments, our focus was on understanding how and when the construction and manipulation of the diary supported children’s participation and knowledge construction in small groups. This investigation was guided by the intersection of the theory of subjectivity developed by Fernando González Rey and enactive accounts of cognition. This framework provided the view of the singularity in the communicative process of children on the AS and the necessary support for examining the mechanisms of engagement that led to children’s participation. We present two case studies of 9–10-year-old boys. Data consists of the diaries produced and used by children and video recordings of children’s interactions during small-group discussions. Our analytical approach included a qualitative semiotic analysis of the materials and a micro-analysis of the social interactions. The results showed, first, that children on the AS continuously engaged in the construction of the diary, expressing elements of their subjectivity—experiences, ideas and the system through which they interact with the world. Repetition framed children’s productions and signalled engagement. Second, material engagement enabled participatory sense-making, which in this study appeared in creating new communicative resources between the child on the AS and their peers and in adapting the narratives, approximating children’s perspectives in conversations. Although contextualised within a specific pedagogical practice, the study contributes to advancing our understanding of the role of material engagement in social participation in learning situations involving children on the AS, particularly relevant in educational psychology and education.

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Section: Embodiment and Materiality Shaping Participation And Learnin...mentioning

confidence: 99%

Material engagement shaping participation of children on the autism spectrum: Embodiment and subjectivity in small-group learning

Ferreira,

Muniz

2024

Eur. J. Psychol.

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“…Suponemos que no habrá relación entre iguales de índole moral sin antes haber logrado poner a punto la capacidad para la colaboración, un dinamismo que Tomasello (2010;2019a; ha denominado intencionalidad conjunta. Una capacidad exclusiva de los seres humanos, que está en la base de múltiples líneas de desarrollo cognitivo y social, y que empieza a manifestarse en forma de atención conjunta desde los primeros meses de vida y en relación con los adultos cuidadores y los objetos materiales del entorno, las interacciones triádicas tempranas (Brandone et al, 2020;Vietri et al, 2022;Cleveland et al, 2007).…”

Section: Encuentros Morales Conflicto Relacional Y Regulación Adultaunclassified

Educación moral en la escuela infantil

Sedeño

Rovira

2023

Teor. educ.

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Este artículo estudia un aspecto del proceso de adquisición de las primeras conductas morales por parte de niños y niñas de entre dos y tres años en el contexto de la escuela infantil: los encuentros morales entre iguales y la regulación que a veces llevan a cabo las personas adultas. Durante un año se realizó una investigación etnográfica que proporcionó doscientas dieciséis escenas de episodios de relación entre iguales. Este material nos permitió definir qué es un encuentro moral, qué tipos de retos y conductas morales distintas surgen en los encuentros y qué modalidades de ayuda llevan a cabo las educadoras durante los encuentros morales. Los resultados han mostrado que la adquisición de la moralidad es un proceso psicopedagógico complejo que al menos articula tres dinamismos: la puesta a punto de la intencionalidad conjunta, el desarrollo de las actitudes morales que se manifiestan en la relación y el aprendizaje moral mediante el cual se transmiten pautas de conducta y valores de referencia. Asimismo, hemos podido constatar que en los encuentros morales entre iguales aparecen conductas morales de justicia, cooperación y cuidado. Unas conductas que son la base de la futura moralidad adulta, así como del desarrollo de varias teorías éticas. Finalmente, el artículo concluye dando indicaciones prácticas sobre cómo implementar un modelo de formación moral para la educación infantil atento a la relación entre iguales y la regulación adulta.

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“…On the other hand, because, as mentioned, things are more than bundles of sensory impressions. By taking part in sociomaterial practices that are sustained over time, things acquire meanings that are not accessible through mere individual exploration (Rietveld and Kiverstein, 2014; Rodríguez, 2012; Vietri et al, 2022). In these cases, access is always semiotically facilitated by others: during interactions, adults dynamically modulate the opportunities for action available to the infant (Nonaka and Goldfield, 2018) by deploying meanings through a plethora of communicative strategies (e.g.…”

Section: Met: a Transactional Stance On Cognitionmentioning

confidence: 99%

Enacting memories through and with things: Remembering as material engagement

Prezioso

Alessandroni

2022

Memory Studies

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For mainstream theories, memory is a skull-bound activity consisting of encoding, storing and retrieving representations. Conversely, unorthodox perspectives proposed that memory is an extended process that includes material resources. This article explains why neither representationalist nor classical extended stances do justice to the active and constitutive role of material culture for cognition. From Material Engagement Theory, we propose an alternative enactive, ecological, extended and semiotic viewpoint for which remembering is a way of materially engaging with and through things. Specifically, we suggest that one remembers when one updates their interactions with the world, a form of engagement previously acquired through sociomaterial practices. Moreover, we argue that things are full-fledged memories, since they accumulate and bring forth how we have materially engaged with them over different timescales. Last, we highlight the need for studies considering the cognitive ecologies where remembering takes place in its full complexity.

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Intentional Understanding Through Action Coordination in Early Triadic Interactions

Cited by 6 publications

References 139 publications

Material engagement shaping participation of children on the autism spectrum: Embodiment and subjectivity in small-group learning

Material engagement shaping participation of children on the autism spectrum: Embodiment and subjectivity in small-group learning

Educación moral en la escuela infantil

Enacting memories through and with things: Remembering as material engagement

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