Sociogenesis and Children’s Pretend Play: A Variation on Vygotskian Themes

Elbers, Ed

doi:10.1007/978-1-4612-2654-3_13

Cited by 7 publications

(3 citation statements)

References 8 publications

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“…The whole process which leads the conversation go on, is said to be the result of this inter-thinking. Elbers (1994) and O'Connor and Michaels (1996) also stress the importance of class discussions and the joint construction of knowledge on the improvement of children's remembering. The concept of joint knowledge formation is what was also evident in the results of this study; because such joint knowledge-building, according to Mercer (2000) is an essential requirement of conversational interaction.…”

Section: Discussionmentioning

confidence: 99%

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A Sociocultural Perspective on Everyday Interactions Stressing Grammatical vs. Communicative Competence: The Case of Iranian Taxi-discussions

Dowlatabadi

Jorfi

2015

TPLS

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Abstract-Conversation analysis as a branch of the vast field of discourse studies, aims to show the structure and the process of social interaction between people in any genre of conversation. This aim is traced in this study as well. This study focuses on Dell Hymes' idea on the notion of communicative competence which is going beyond the structural linguistic properties of language. The purpose of this study is to make a link between communicative competence and sociocultural dimensions of language, which has a determining role in building up interlocutors' shared ground and enabling a course of communication to take place. For this purpose, a case of Iranian taxi discussions is selected. The conversational codes are identified and the reason why a specific code occurred is provided according to the contexts of that taxi discussion (the context is provided by the narrator's detailed description of the detail about that situation and condition). This was a discussion that interlocutors opposed each others' ideas; therefore, the most frequent code was FTA which occurred 6 times.

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Section: Discussionmentioning

confidence: 99%

“…The Persian extracts (1)(2)(3)(4)(5)(6)(7)(8) She has taught English to Iranian EFL learners in institutes. She has published articles in narratology, psychonarratology, discourse, and conversation analysis.…”

Section: Appendixmentioning

confidence: 99%

A Sociocultural Perspective on Everyday Interactions Stressing Grammatical vs. Communicative Competence: The Case of Iranian Taxi-discussions

Dowlatabadi

Jorfi

2015

TPLS

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“…An important aspect of articulating collaborative inquiry play is that the definition of play rests on the assumption of agency within the constraints of a cognitively challenging learning environment. This definition takes the perspective that play is grounded in social experiences that allow learners to reflect on the rules that govern these social processes and adopt roles that push them beyond their current practices (Elbers, 1994). Moreover, the learning environment is defined as a system with rules in which students engage with challenges that lead to measurable outcomes.…”

Section: Collaborative Inquiry Playmentioning

confidence: 99%

Collaborative inquiry play

Saleh

Hmelo‐Silver

Glazewski

et al. 2019

ILS

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Purpose This paper aims to present a model of collaborative inquiry play: rule-based imaginary situations that provide challenging problems and support agentic multiplayer interactions (c.f., Vygotsky, 1967; Salen and Zimmerman, 2003). Drawing on problem-based learning (PBL, Hmelo-Silver, 2004), this paper provides a design case to articulate the relationship between the design goals and the game-based learning environment. Design/methodology/approach Drawing on conjecture mapping (Sandoval, 2014), this paper presents an iterative development of the conjecture map for crystal island: ecojourneys and highlights the development of the story and tools in crystal island: ecojourneys, an immersive game based on PBL pedagogy. By articulating this development, the authors highlight the affordances and constraints of designing for collaborative inquiry play and address challenges in supporting learner agency. Findings The PBL inquiry process served as the foundation of collaborative inquiry play. Attending to the rules of inquiry fostered student agency, and in turn, playful engagement in the game-based learning environment. Agency however meant holding students accountable to actions undertaken, especially as it pertained to generating group-based explanations and reflecting on productive collaboration. Moreover, socially shared regulation of learning and systems thinking concepts (i.e. phenomenon, mechanisms, and components) must also be externalized in representations and interactions in the game such that students have the agency to decide on their learning paths. Originality/value This paper presents the model of collaborative inquiry play and highlights how to support player agency and design content-rich play environments which are not always completely open.

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Creative Play in Virtual Worlds: Avatar Designs, Language Play, and Cheats

Fields

Kafai

2012

Emerging Technologies for the Classroom

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Sociogenesis and Children’s Pretend Play: A Variation on Vygotskian Themes

Cited by 7 publications

References 8 publications

A Sociocultural Perspective on Everyday Interactions Stressing Grammatical vs. Communicative Competence: The Case of Iranian Taxi-discussions

A Sociocultural Perspective on Everyday Interactions Stressing Grammatical vs. Communicative Competence: The Case of Iranian Taxi-discussions

Collaborative inquiry play

Creative Play in Virtual Worlds: Avatar Designs, Language Play, and Cheats

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