Development of reasoning through arguing in young children

Целью данной работы является анализ хода рассуждений детей младшего школьного возраста во время аргументированных дискуссий в различных учебных заведениях. Согласно положениям Выготского и социально-культурного подхода, мы считаем, что развитие мышления ребенка осуществляется на основе дискурса, особенно во время учебного процесса, в котором также происходят взаимодействие между сверстниками и дискуссии под руководством взрослого. В данной статье мы представляем и качественно анализируем часть наших эмпирических данных, собранных с целью показать уместность нарративных процессов при дискуссиях (спорах) при участии детей младшего школьного возраста в образовательном контексте. Во-первых, мы говорим о контрафактивном рассуждении, используемом детьми дошкольного возраста в качестве аргументированной стратегии в спорах о нарративе. Мы приводим некоторые конкретные пространственно-временные характеристики которые в основном, связаны с необходимостью в обобщении и в логических основаниях (т. е. авторитет источников, ритуальность ситуаций и правдоподобность последствий). Во-вторых, мы анализируем, как во время семейных разговоров дети используют практические рассуждения, которые происходят из родительских дискурсов о нормах и правилах. В заключение мы приводим пример, в котором рассуждения через аргументацию применяются в школе при преподавании истории детям младшего школьного возраста. Обсуждаются процессы рассуждения у детей в различных образовательных учреждениях, и подчеркивается их роль и значимость в школе и семейных мероприятиях.

1. Atkinson J., Heritage J. (Eds.) Structures of Social Action: Studies in Conversational Analysis. Cambridge. 1984.
2. Bruner J. Actual minds, possible worlds. Cambridge, 1986.
3. Bruner J. Acts of meaning: Four lectures on mind and culture. Cambridge, 1990.
4. Button G., Lee J. (Eds.) Talk and social organization. Philadelphia, 1987.
5. Capps L., Ochs E. Constructing panic: the discourse of agoraphobia. Cambridge, 1995.
6. Collins A., Brown J. S., Newman S. E. Cognitive apprenticeship. Teaching the crafts of reading, writing and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honour of Robert Glaser. Hillsdale, 1989.
7. Edwards D. Categories are for talking: on the cognitive and discursive bases of categorization // Theory & Psychology, 1(4), 1991.
8. Edwards D. Sacks and psychology // Theory & Psychology, 5, 1995.
9. Feyerabend P. Against method: outline of an anarchistic theory of knowledge. Milan, 1975.
10. Garfinkel H. Studies in Ethnomethodology. New York, 1967.
11. Gilbert G. N., Mulkay M. Warranting scientific beliefs // Social Studies of Science, 12, 1982.
12. Goffman E. Relations in public: Micro-studies of the public order. New York, 1971.
13. Goodwin C. Conversational Organization: Interaction between Speakers and Hearers. New York, 1981.
14. Goodwin C. Notes on story structure and the organization of participation. In J. Atkinson, J. Heritage (Eds.), Structures of Social Action: Studies in Conversational Analysis. Cambridge, 1984.
15. Goodwin C. Professional vision // American Anthropologist, 96(3), 1994.
16. Hymes D. Models of the interaction of language and social life. In J. Gumperz, D. Hymes (Eds.), Directions in sociolinguistics: the ethnography of communication. New York, 1972.
17. Jefferson G. Sequential aspects of storytelling in conversation. In J. Schenkein (Ed.), Studies in the organization of conversational interaction. New York, 1978.
18. Jost J. T. Toward a wittgensteinian social psychology of human development // Theory & Psychology, 5, 1995.
19. Kuhn T. The structure of scientific revolutions. Chicago, 1962.
20. Labov W. Language in the Inner City: Studies in the Black English Vernacular. Philadelphia, 1972.
21. Latour B., Woolgar S. Laboratory life. Beverly Hills, 1979.
22. Leont’ev A. N. Activity, consciousness and personality. Florence, 1977.
23. Lucariello J., Nelson K. Remembering and planning talk between mothers and children // Discourse Processes, 10, 1987.
24. Lurija A. R. Cognitive development. Its cultural and social foundations. Cambridge, 1976.
25. Ochs E. Talking with children in Western Samoa. Language in Society, 11, 1982.
26. Ochs E. Culture and language development: Language acquisition and language socialization in a Samoan village. Cambridge, 1988.
27. Ochs E. Misunderstanding children. In N. Coupland, H. Giles, J. Wieman (Eds.), Handbook of Miscommunication. Clevedon, 1990.
28. Ochs E. Narrative. In T. A. van Dijk (Ed.), Discourse as structure and process. London, 1997.
29. Ochs E., Capps L. Narrating the self //Annual Review of Anthropology, 25, 1996.
30. Ochs E., Pontecorvo C., Fasulo A. Socializing taste // Ethnos, 61(1-2), 1996.
31. Ochs E., Schieffelin B. B. Language acquisition and socialization: three developmental stories. In R. Shweder, R. LeVine (Eds.), Culture theory: Mind, self, and emotion. Cambridge, 1984.
32. Ochs E., Taylor C. Science at dinner. In C. Kramsch, S. McConnell-Ginet (Eds.), Text and context: cross-disciplinary perspectives on language study. Lexington, 1992.
33. Ochs E., Taylor C. Science at dinner. In C. Kransen & S. McConnell-Ginet (eds.), Text and Context: Cross-Disciplinary Perspectives on Language Study. Lexington, Mass., 1995.
34. Ochs E., Taylor C., Rudolph D., Smith N. Storytelling as a theory-building activity // Discorse Processes, 15, 1992.
35. Orsolini M., Pontecorvo C. Children’s talk in classroom discussion // Cognition and Instruction, 9, 1992.
36. Pontecorvo C., Amendola S., Fasulo A. Storie in famiglia. La narrazione come prodotto collettivo // Età Evolutiva, 47, 1994.
37. Pontecorvo C., Fasulo A. Learning to argue in family shared discorse about the past. In L. B. Resnick, C. Pontecorvo, R. Säljö, (Eds.), Discorse, Tools and Reasoning: Situated Cognition and Technologically Supported Environments. Amsterdam, 1997.
38. Pontecorvo C., Fasulo A., Sterponi L. L’apprendistato reciproco nell’interazione familiare // Ikon, 36, 1998.
39. Pontecorvo C., Fasulo A., Sterponi L. Mutual Apprentices. The Making of Parenthood and Childhood in Family Dinner Conversation // Human Development, 44, 2001.
40. Pontecorvo C., Girardet H. Arguing and Reasoning in Understanding Historical Topics. Cognition and Instruction, 77(3-4), 1993.
41. Resnick L. B., Levine J. M., Teasley S. D. (Eds.). Perspectives on socially shared cognition. Washington, 1991.
42. Rogoff B. Apprenticeship in thinking: Cognitive development in social context. New York, 1990.
43. Rogoff B., Lave J. (Eds.) Everyday cognition. Cambridge, 1984.
44. Sacks H. Lectures on Conversation. Cambridge, 1992.
45. Sacks H., Schegloff E. A., Jefferson G. A Simplest Systematics for the Organization of Turn-Taking for Conversation // Language, 50, 1974.
46. Schegloff E. A. Reflections on language, development, and the interactional character of talk-in-interaction. In M. H. Bornstein, J. Bruner (Eds.), Interaction in Human Development. Hillsdale, 1989.
47. Schegloff E. A. Repair after next turn: the last structurally provided defense of intersubjectivity in conversation // The American Journal of Sociology, 97, 1992.
48. Schenkein J. (Ed.). Studies in the organization of conversational interaction. New York, 1978.
49. Schieffelin B. B. The Give and Take of Everyday Life: Language Socialization of Kaluli Children. New York, 1990.
50. Schieffelin B. B., Ochs E. Language Socialization across Cultures. Cambridge, 1986.
51. Sinclair J. M., Coulthard R. M. Towards an analysis of discourse. London, 1975.
52. Stein N. L., Glenn C. G. An analysis of story comprehension in elementary school children. In R. Freedle (Ed.), New directions in discourse processing. Norwood, 1979.
53. Sterponi L. Narratives and Speech activities: A functional perspective on family dinner storytelling. Manuscript. 1997.
54. Toulmin S. The uses of argument. London, 1958.
55. Valsiner J. Editorial: Discourse complexes and relations between social sciences and societies // Culture & Psychology, 1, 1995.
56. Vygotskij L. S. Though and Language. Cambridge, 1962.
57. Vygotskij L. S. Mind in society: The development of higher psychological processes. Cambridge, 1978.
58. Wells G. Revaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for analysis of teaching and learning in the classroom // Linguistics and Education, 5, 1993.
59. Wertsch J. V. Culture, communication, and cognition: Vygotskian perspectives. Cambridge, 1985.
60. Wittgenstein L. Philosophische Untersuchungen [Philosophical Investigations]. Oxford, 1958.