Periods in Child Development

Mahn, Holbrook

doi:10.1017/cbo9780511840975.008

Cited by 33 publications

(15 citation statements)

References 8 publications

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“…At each stage, novel experiences challenge children to revise their ways of thinking in order to be able to explain the new phenomena. Vygotsky placed even stronger emphasis on the role of social and cultural interaction in shaping children"s cognition (Mahn, 2003;. Parents, teachers, and other adults in the community provide children with apprentice-like support (scaffolding) to help them learn the skills and values of their culture.…”

Section: Theoretical Foundation For Positive Indicatorsmentioning

confidence: 99%

Positive Indicators of Child Well-Being: A Conceptual Framework, Measures, and Methodological Issues

Lippman

Moore

McIntosh

2011

Applied Research Quality Life

174

138

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Section: Theoretical Foundation For Positive Indicatorsmentioning

confidence: 99%

Positive Indicators of Child Well-Being: A Conceptual Framework, Measures, and Methodological Issues

Lippman

Moore

McIntosh

2011

Applied Research Quality Life

174

138

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“…The significance for understanding the emergence of social and material relatedness is that it produces the social situation of development. In other words, the context of development is best thought of as a relationship produced through intersubjective processes that involves individuals, but also tools, tasks and others -the relational habitus [Mahn, 2003;Vygotsky, 1998]. …”

Section: Relationship With Othersmentioning

confidence: 99%

The Relational Habitus: Intersubjective Processes in Learning Settings

2012

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The relational habitus, an adaptation of Bourdieu’s concept of habitus, is an ecological ensemble of relations including self, tools, tasks, and others that is intersubjectively constructed and sustained over time in formal and informal learning communities. The development of the relational habitus explains variances in the social organization of meaning making in local arenas of learning, referred to as dynamic fields. As a theoretical tool, the relational habitus encompasses two interrelated aspects of intersubjectivity: (a) an orientation to others in cultural contexts and (b) mutual perspective taking accomplished through communication. These two aspects of intersubjectivity explain how the meaning-making processes that promote learning and development involve both agential action and the situational structuring of these actions.

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“…Willingness to engage in experiences that are outside a learner's comfort level requires (a) a desire and willingness to learn and (b) feelings of confidence, security and trust. Mahn & John-Steiner (2000Mahn, 2003) have extended Vygotsky's work to include what they have called perezhivanie, suggesting that affect is central to the notion of the ZPD. 'Perezhivanie describes the ways in which the participants perceive, experience and process the emotional aspects of social interaction ' (p. 49).…”

Section: S T U D E N T a G E N C Y L E A R N I N G A N D T H E Z O Nmentioning

confidence: 99%