Collaborations among toddler peers
Individual contributions to social contexts*
The idea that much of what children know and understand about the world is acquired in social contexts has gained increasing currency among developmental psychologists, fueled in particular by the rediscovery of Vygotsky's work (Wertsch, 1985). Although this perspective has long historical roots within developmental psychology (cf. Brownell, 1989), its impact was eroded in the last few decades by interest in more traditional Cartesian questions of what develops within the individual mind as a function of solitary activity in the world. Now development again is coming to be viewed as an interpersonal process ...