|
|
Rethinking Assessments: Creating a New Tool Using the Zone Of Proximal Development within a Cultural-Historical Framework 2600
Minson V.
PhD Candidate, Australia, Monash University
e-mail: Victoria.Minson@monash.edu Hammer M.
PhD, Lecturer, Australia Monash University
e-mail: Marie.hammer@monash.edu Veresov N.N.
PhD in Psychology, Associate Professor, Faculty of Education, Monash University, Melbourne, Australia
ORCID: https://orcid.org/0000-0001-8714-7467
e-mail: nveresov@hotmail.com
This paper presents a picture of the current theoretical positions and methods used to assess children’s development. A maturational understanding of development is seen to be predominately used to inform the assessment tools which track how children develop across the 0—5 age group. This paper proposes that with the movement towards a cultural-historical understanding of development, a tool following from this standpoint should be developed. It is envisaged that a new assessment tool will be developed from this analysis. A theoretical rationale is given to support why the Zone of Proximal Development can be used to identify the indicators of children’s actual and potential levels of development, moving away from age/level based testing. Developing an assessment tool aligned to the principles of the ZPD can offer alternative method to assess children’s development in a theoretically robust way, providing empirical evidence to rethink the methodologies of child development assessments.
- Agbenyega A. The Australian early development index, who does it measure:
Piaget or Vygotsky’s child? Australasian Journal of Early Childhood,
2009. Vol. 34 (2), pp. 31—38.
- Bartlett K., Zimanyi. Early Childhood Indicators. (n.d) [Electronic
resourse]. URL:
http:.www.globalchilddevelopment.org/sites/default/files/resources/cn25indicators.pdf
(Accessed 10.09.2016).
- Berk L. Child Development (9th ed.). Boston: Pearson, 2013. 648p.
- Blaiklock K. A critique of the use of learning stories to assess the
learning dispositions of young children . New Zealand Research in Early
Childhood Education, 2008. Vol. 11, pp. 77—87.
- Bottcher L. The power of motives: The dialectic re- lations between
neurobiological constraints and activity in child development. In Fleer M.,
Hedegaard M., Tudge J. (eds.) Childhood studies and the impact of
globalisation: Policies and practices at global and local levels. New York:
Routledge, 2009, pp. 108—122.
- Bozhovich L. The social situation of child development. Journal of
Russian & East European Psychology, 2009. Vol. 47, pp. 59—86.
- Brinkman S. et al. Data Resource Profile: The Austra- lian Early
Development Index (AEDI). International Journal of Epidemiology, 2014.
Vol. 43 (4), pp. 1089—1096.
- Bruner J. Vygotsky: A historical and conceptual per- spective. In Wertsch
J. (eds.) Culture, communication and cog- nition: Vygotskian
perspectives. New York: Cambridge Univer- sity Press, 1985, pp. 21—34.
- Campbell T. F. et al. Risk factors for speech delay of un- known origin in
3-yearold children. Child development, 2003. Vol. 74 (2), pp.
346—357.
- Chaiklin S. The zone of proximal development in Vy- gotsky’s analysis of
learning and instruction. In Kozulin A. (eds.) Vygotsky’s eduational theory
in cultural context. New York: Cambridge University Press, 2003, pp.
39—64.
- Chaiklin S., Hedegaard M. Radical-local teaching and learning: A
cultural-historical perspective on education and children’s development. In
Fleer M. (eds.) Childhood studies and the impact of globalisation: Policies
and practices at global and local levels. New York: Routledge, 2009, pp.
182—201.
- Carr M. et al. Learning and teaching stories: Action research on evaluation
in early childhood in Aotearoa . New Zealand, European Early Childhood
Education Research Journal, 2002. Vol. 10 (2), pp. 115—125.
- Carr M., Claxton G. Tracking the Development of Learning Dispositions,
Assessment in Education . Principles, Policy & Practice, 2002. Vol.
9 (1), pp 9—37.
- Carr M. Kei tua o te pae: assessing learning that reaches beyond the self
and beyond the horizon . Assessment Matters, 2009. Vol. 1(20).
- Damon W. Preface to Handbook of Childhood Psy- chology. In Damon W. (Series
Ed.) Lerner R.M. (Vol. Ed.) Handbook of child psychology Vol. 1. Theoretical
models of hu- man development (6th edn). New York, 2006, pp. 7—19.
- Daniels H. Vygotsky and pedagogy. London: Routeledge, 2001. 175
p.
- Department of Education and Early Childhood Devel- opment. Maternal and
Child Health Nurses Practice Guide- lines, 2009 [Electronic resourse]. URL:
http:.www.education. vic.gov.au/Documents/childhood/professionals/health/
mchsguidelines.pdf (Accessed 15.09.2016).
- Fleer M. Sociocultural Assessment in Early Years Ed- ucation--myth or
reality? International Journal of Early Years Education, 2002. Vol.10
(2), pp. 105—120.
- Fleer M. Using digital video observations and com- puter technologies in a
cultural—historical approach. In He- degaard M., Fleer M. (eds.) Studying
children: A cultural—his- torical approach. McGraw Hill: Open University
Press, 2008, pp. 104—116.
- Grantham-McGregor S. et al. Developmental potential in the first 5 years
for children in developing countries . Lancet, 2007. Vol. 369 (9555),
pp. 60—70.
- McLachlan C. et al. Early Childhood Curriculum. New York: Cambridge
University Press, 2010. 231 p.
- Mercer N., Fisher E. How Do Teachers Help Children to Learn? An Analysis of
Teachers’ Interventions in Comput- er-Based Activities . Learning and
Instruction, 1992. Vol. 2(4), pp. 339—55.
- Monk H. Intergenerational Family Dialogues: A Cul- tural Historical Tool
Involving Family Member as Co—re- searchers Working with Visual Data. In Fleer
M., Ridgway A. (eds.) Visual methodologies and digital tools for researching
with young children: Transforming Visuality. Switzerland: Springer
International Publishing, 2014, pp. 73—88.
- National Research Council. Early childhood assess- ment: Why, what, and
how, 2008. [Electronic resource]. URL:
http:.www.acf.hhs.gov/sites/default/files/opre/early_child_
assess.pdf (Accessed 15.09.2016)
- Northwest Evaluation Association. Early Childhood Assessment: Implementing
Effective Practice, 2013. [Elec- tronic resource]. URL:
https:.www.nwea.org/content/uploads/2014/07/EarlyChildhoodAssessment-ImplementingEffectivePractice.pdf (Accessed
15.09.2016)
- Nsamenang A. B. Cultures in early childhood care and education. In Fleer
M., Hedegaard M., Tudge J. (eds.). Child- hood studies and the impact of
globalisation: Policies and prac- tices at global and local levels. New
York: Routledge, 2009, pp. 23—45.
- Palincsar A.S. Keeping the metaphor of scaffolding fresh — A response to C.
Addision stone’s ‘The Methaphor of Scaffolding: Its utility for the field of
learning disabilities’. Journal of Learning Disabilities, 1998. Vol.
31(4), pp. 3—370.
- Quiñones G., Fleer M. A Cultural—historical reading of ‘children as
researchers’. In Fleer M., Hedegaard M., Tudge J. (Eds.). Childhood studies
and the impact of globalisation: Poli- cies and practices at global and local
levels. New York: Rout- ledge, 2009, pp. 86—107.
- Rogoff B. The Cultural Nature of Human Develop- ment. New York: Oxford
University Press, 2003. 434p.
- The Australian Government Department of Educa- tion, Employment and
Workplace Relations for the Council of Australian Governments. Belonging, Being
Becoming, 2009. [Electronic resource]. URL:
https:www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf
(Accessed 15.09.2016)
- Tinajero A.R., Loizillon A. Review of care, educa- tion and child
development indicators in ECCE. 2010. [Electronic resource]. URL:
http:.unesdoc.unesco.org/ images/0021/002157/215729E.pdf (Accessed
15.09.2016)
- Veresov N. Marxist and non—Marxist aspects of the cultural-historical
psychology of L.S Vygotsky. Critical Prac- tice Studies, 2005.Vol. 7(1),
pp. 31—49.
- Veresov N. Forgotten methodology: Vygotsky’s case. In Valsiner J., Toomela
A. (eds.) Methodological thinking in psychology: 60 years gone astray?
Charlotte, 2010, pp. 267—295.
- Veresov N. Refocusing the Lens on Development: To- wards Genetic Research
Methodology. In Fleer M., Ridgway A. (eds.) Visual methodologies and digital
tools for researching with young children: Transforming Visuality.
Switzerland: Springer International Publishing, 2014, pp. 129—149.
- Veresov N., Fleer M. Perezhivanie as a theoretical con- cept for
researching young children’s development . Mind, cul- ture and activity,
2016. (in press).
- Veresov N. Duality of categories or dialectical con- cepts? Integrative
psychological and behavioural science, 2016. Vol. 50(2), pp.
244—256.
- Vygotsky L.S. The problem of the environment. Valsin- er & R. Van der
Veer (eds.). The Vygotsky reader. Oxford: Blackwell, 1994, pp.
347—384.
- Vygotsky L.S. The collected works of L.S. Vygotsky, Vol. 4. New York:
Plenum Press. 1997. 294 p.
- Vygotsky L.S. The collected works of L.S. Vygotsky. Vol. 5. New York:
Plenum Press, 1998. 362 p.
|
|
