Original Research

The cultural context of development: language as a means for thinking and problem-solving

Azwihangwisi Muthivhi
South African Journal of Childhood Education | Vol 1, No 1 | a274 | DOI: https://doi.org/10.4102/sajce.v1i1.274 | © 2011 Azwihangwisi Muthivhi | This work is licensed under CC Attribution 4.0
Submitted: 28 April 2015 | Published: 31 December 2011

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Azwihangwisi Muthivhi, School of Education University of Cape Town

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Abstract

The present study, located in the socio-cultural tradition of research in developmental psychology, uses experimental tasks, adapted from the groundbreaking Lurian study (Luria, 1979, 1976) to investigate South African children’s acquisition and development of thinking and concepts – involving classification and generalisation, and how these concepts are linked to the specific cultural context of their manifestation.The paper provides new ways of understanding possible causes of contemporary problems that children encounter during classroom learning by examining the developmental roots of the specific modes of thinking and concept development in their concrete learning and developmental settings and specific tradition of learning within their schooling.

Keywords

concrete concepts; classification; Venda; Vygotsky

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