‘Use Your Words’

Author:

de Haan Dorian,Singer Elly1

Affiliation:

1. University of Utrecht, The Netherlands

Abstract

In resolving peer conflicts among young children, a sociocultural approach stresses the importance of creating a Zone of Proximal Development through the teacher’s use of dialogic tools. This approach is questioned and modified following a review of studies of toddlers’ peer conflictsand of language acquisition. In the early years, the non-symbolic, social function of speech predominates. Only gradually do toddlers learn to understand the decontextualized, symbolic function of language that teachers tend to use when they try to discuss feelings, intentions or causes of a peer conflict. Teachers are easily deceived by toddlers’ formulaic phrases. Teachers are advised to respect young children’s (non-verbal) logic-in-action and to use interactive strategies that foster togetherness. Young children have to experience dialogic tools as meaningful moves in conflict resolution that can be integrated into the (non-verbal) strategies they already have developed.

Publisher

SAGE Publications

Subject

Developmental and Educational Psychology,Education,Health(social science)

Reference12 articles.

1. Berlyne Memorial Lecture: Acquiring the uses of language.

2. Carpenter, M., Nagell, K. and Tomasello, M. (1998) ‘Social Cognition, Joint Attention, and Communicative Competence from 9 to 15 Months of Age’ , Monographs of the Society for Research in Child Development 64 (4), No. 255.

3. More flowers or more roses? A life with Piaget and Vygotsky

4. Primates--A Natural Heritage of Conflict Resolution

5. Ebbeck, M. (1996) ‘Children Constructing their Knowledge’ , International Journal ofEarly Years Education 4: 5–27 .

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