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Abstract
The purpose of this study is to analyze the micro-genesis of a child’s appropriation of timing. The data consist of video observations from a primary classroom with a focus on one child (7 years old) participating in a musical activity. The results show that the teacher scaffolds the child in several steps: from establishing a platform for participation in the activity, via demonstration to explanation. The child goes from being uncoordinated with the teacher to being able to play in time with her. The meta-issue of how to represent developmental processes in research is discussed.
Additional information
Funding
The work reported here has been carried out within the Linnaeus Centre for Research on Learning, Interaction and Mediated Communication in Contemporary Society (LinCS) funded by the Swedish Research Council.