Guided participation as a verbal interaction device in early child education

Abstract

This article was part of a research that presents the results of investigations into verbal interaction between teachers and young children. Indicates which mechanisms are used by individuals to act writs/with respect for the other by/with/with respect for the language. The aim is to present one of these mechanisms: the guided participation. The study is based on the fild historical/cultural and sociodiscursive field, in special, the productions of Bakhtin (2011), Vigotsky (2007), Rogoff (2005) and Bronckart (1999). The investigation, of a qualitative nature and educational ethnographic research, was performed with two years-old children from a public institution town and the main method of research was observation. It is concluded that verbal interaction affects the child's language and that guided participation (Rogoff, 1998), as a device, can trigger the conditions for subjects to act through/with/about language and to constitute themselves as social actors.