Internalization and appropriation: complex mental processes begin as social activities and are gradually internalized and adapted¶

Theory · All theories
Evidence · no claims cited

Description¶

The article describes internalization as the process by which children gradually internalize adults' directions so that they eventually give themselves directions, with complex mental processes beginning as social activities. It adds that children appropriate the culture's tools in their own idiosyncratic manner: appropriation is "The process of internalizing but also adapting the idea and strategies of one's culture for one's own use." The article also notes high mental functions can emerge through interaction with peers, not just adults, for example when children argue and acquire new points of view.

Design Implications¶

Context¶

Requirements¶

• Social contexts in which children first use mental processes with adults or peers before using them independently

Constraints¶

Target Learners¶

• children

Target Learning Objectives¶

• independent use of mental processes first learned in social contexts

Claims¶

Related Theories¶

• Sociocultural Theory
• Vygotsky's sociocultural theory: development is historically situated, culturally determined, and proceeds through internalization of social interaction
• Vygotsky's distinction between lower and higher mental functions
• Zone of Proximal Development: tasks a child cannot yet do alone but can do with help

Examples¶

• Self-Instruction

Key Sources¶

• Costley, K. C. (2012). An Overview of the Life, Central Concepts, Including Classroom Applications of Lev Vygotsky. https://eric.ed.gov/?id=ED529565