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Kidwatching: a Vygotskyan Approach to Children's Language in the "Star Wars" Age

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Kidwatching: a Vygotskyan Approach to Children's Language in the DOCUMENT RESUME ED 353 221 SP 034 203 AUTHOR Monroe, Suzanne S. TITLE Kidwatching: A Vygotskyan Approach to Children's Language In the "Star Wars" Age. PUB DATE [85] NOTE 26p.; Contains light type and toner streaks in places. PUB TYPE Reports General (140) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Child Language; Childrens Games; Early Childhood Education; Expressive Language; *Language Acquisition; Oral Language; *Play; Sex Bias; *Sex Differences; Technological Advancement IDENTIFIERS *Vygotsky (Lev S) ABSTRACT A Vygotskyan review of children's language examines language samples of a 7-year-old boy at home, at a birthday party, and at play in a sandbox. The language samples indicate common patterns, including his use of tools and symbol together in play. A common thread in the samples is his involvement with high tech tools of futuristic toys. Vygotsky believed the use of tools and signs shared important properties (they both involve mediating activity). He claimed a child's speech was as important as action in attaining goals, and the more complex the action demanded by the situation, the greater the importance of speech in the total operation. Vygotsky emphasized the historically shaped, culturally transmitted psychology of humans. He considered play the primary means of children's cultural development, noting that every function in the child's cultural development appeared on a social, then later, psychological level. Observation of children at a day care center, showed that the child's play involved futuristic adventures that evolved from television, the toy market, and Halloween. It was observed that boys and girls used similar language related to special occasions, but that girls focused on the domestic scene, and boys focused on the external environment. Girls' language emphasized appearances and relationships, and boys' language emphasized territory, defense, movement, power, and control. Girls monitored boys' aggressive behavior, and boys monitored girls' capabilities. An appendix includes the language samples. (SM) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** "Kidwatching: A Vygotskyan Approach to Children's Language in the 'Star Wars' Age." By Suzanne S. Monroe U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement "PERMISSION TO REPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) MATERIAL HAS BEEN GRANTED BY O This document has been reproduced as receive(' from the person or organization originating it Minor changes have been made to improve reproduction Quality Points of view or opinions Stated in this docu ment do not necessarily represent official OERI position or policy TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." c4' 2 CAS REST COPY AVAILABLE Part I. Tool and Symbol In reviewing the language samples of my nephew Robin, age 7, there appear to be some common patterns. One of the most consistent is'. his use of tool and symbol t..9.get4 his play. According to Vygotsky, the use of tools and signs share important properties in that they both involve mediating activity. And they are different; as signs are internally oriented (aimed at mastering the self), and tools are externally oriented (aimed at mastering and triumphing over nature). "It seems both natural and necessary for children to speak while*they'act; in'our research7We have found that speech not only accompanies practical activity but also plays a specific role in carrying it out." (Vygotsky, Mind in Society, p. 25) Vygotsky believed that a child's speech was as important as his action in attaining the goal; and that the more complex the action de- manded by the situation, the greater the importance of speech in the total operation. He concluded from his observations that children solve practical-tasks with the help of their speech, as well as their eyes - and hands. With this as background,I have included three of Robin's language samples--all examples of combined use of tool and symbol. Two of the transcripts focus on solitary play and language, and one documents Robin's play within a group of boys. The common thread running through all of these samples is his involvement with the "high tech" tools of futuristic toys. In the first two transcripts ("At Home" and "Birthday Party"), most of his language accompanies manipulation of three different "Dino-Bots" which he received as birthday gifts. In the third transcript, he builds a "dinosaur world" with his own tools: sticks, spoons and shovel; later, he introduces robots and space ships. His accompanying language is a combination of "primordial" and "futuristic". In addition to his consistent use of tool and symbol together in his play, Robin also uses "inner speech" at a verbal level. It is as if he thinks out-loud. He speaks in single words or short phrases, and it seems to be a "world unto itself." The fact that I am observing nearby seems insignificant. The two words repeated most often are "Dino-Bot" and "Dinosaur." It is as if each of these creates a whole magical setting known only to Robin. This observation is consistent with Vygotsky, who, in refer- ing to inner speech, suggested that a single word isso saturated with sense that many words would be required to explain it in external speech. "A word is a micro-cosm of human consciousness." (Vygotsky, Thought & Language,p.153) Although not substantiated by transcripts, Robin's daily vocabularly and language patterns are very futuristic, apparently evolved from the dramas of "Star Wars" and "Masters of the Universe." As an initiate into this collective consciousness, I have stepped into a foreign country--certainly, a foreign language. Dinosaurs transformers....Dino-Bots....Votran.... Luke Sky-Walker....Darth Vadar....and the list goes on: All three of these observations of Robin provide continous language samples in which a single word imparts the "meaning" of a whole universe of experience. The first language sample "At Home" provides the uninitiated with a general orientation to Dino-Bots and the language accompanying the use of this tool. The last paragraph is a wonderful example of "inner speech" in it's verbalized form. Robin appears to "think out loud." There is no particular grammatical form--only individual words and thoughts...some in the form of dialogue. It is as if he is descril-i.ng each image as it comes onto the "screen" of his mind. The second language sample "Birthday Party" is included because it gives further background on Dino-Dots, and zemplifies the idea of a symbol as the micro-cosm of consciousness. "Dino-Bot" is used seven times in a conversation period of less than two (2) minutes. What 3 impresses me the most is the boys' repeated use of the word, and their apparent happiness in saying it so often. In this sample, there is also an example of the "zone of proximal development," in which a child's problem-solving abilities are enhanced in collaboration with more capable peers. Each of the boys is playing with a different Dino-Bot. They have a generalized idea of what it "means"; however, they are still developing a definition of "what it is" by describing "what it is not." They discuss whether Dino-Dots can fly or not; and which kinds "can" or "can't." They also decide how complex Dino-Bots could become, and still be understood. During the past several years, Robin has developed an in-depth interest in dinosaurs...reading about them...drawing pictures....writing stories. He is very familiar with them as a species, describes them individually, and can spell and pronounce many of the more difficult names: brontosaurus....tyrannosaurus...and company: He admits, ...."I'm a dinosaur-studier...I study books about them and stuff." In the third language sample, Robin speaks of volcanos and monsters, combined with references to robot cars and space ships. He talks of a "space ship"..."opening the hatch"..."volcanos exploding"...all in the same breath. Most of his imaginative language focuses on creating and destroying the "futuristic" dinosaur world--complete with large beasts, volcanos, space ships and robot cars. Throughout his play, he combines skillful use of tool and symbol. He manipulates spoons, sticks, rocks, adult-size shovels, wood blocks, plastic cars and dinosaurs in his creative efforts. According to Vygotsky: "Children address the objects of their attention equally with words and sticks, demonstrating the fundamental and insepar- able tie between speech and action in the child's activity." (Vygotsky, Mind In Society, p.2q ) The third language sample holds the most interest for me because Robin combinedhistorical periods--the age of dinosaurs with the age of robots--periods so distant in time and relationship, so contra- dictory in their locus of power. Robin's fascination with the dinosaur 4 age appears to be with the power of the natural world of volcanos and dinosaurs--both being primitive forms, over-sized, dangerous and possibly "out of control." In contrast, his world of robots, robot cars and space ships is representative of our "high tech" futuristic age, where the power resides in the machines--built and controlled by humans. Perhaps it is this use and control of the tool that provides security for Robin....and security for the mass consciousness. His play may indeed be a micro-cosm of the larger human condition. Does Robin receive images from his imagination, the mass media, or the "Dino-Bot" manufacturers? Do they influence his decision to combine these uniquely different ages? I suspect he may have drawn upon these sources...and many others...for his sandbox drama: 5 Part II. The Role of Play In Development. Perhaps the most distinguishing theme of Vygotsky's writing is his emphasis on the historically shaped and culturally transmitted psychology of human teings.
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