Lockman Jeffrey J, Tamis-LeMonda Catherine S
Tulane University.
New York University.
Annu Rev Dev Psychol. 2021 Dec;3(1):165-186. doi: 10.1146/annurev-devpsych-050720-102538. Epub 2021 Sep 16.
Objects permeate human culture and saturate the imagination. This duality offers both opportunity and challenge. Here we ask how young human children learn to exploit the immense potential afforded by objects that can exist simultaneously in both physical and imaginary realms. To this end, we advance a new framework that integrates the presently siloed literatures on manual skill and play development. We argue that developments in children's real and imagined use of objects are embodied, reciprocal and intertwined. Advances in one plane of action influence and scaffold advances in the other. Consistent with this unified framework, we show how real and imagined interactions with objects are characterized by developmental parallels in how children a) gradually move beyond objects' designed functions, b) extend beyond the self, and c) transcend the present to encompass future points in time and space. As well, we highlight how children's real and imagined interactions with objects are intertwined and reciprocally influence each other throughout development: Play engenders practice and skill in using objects, but just the same, practice using objects engenders advances in play. We close by highlighting the theoretical, empirical and translational implications of this embodied and integrated account of manual skill and play development.
物体渗透于人类文化之中，并充斥着想象力。这种二元性既带来了机遇，也带来了挑战。在此，我们探讨幼儿如何学会利用物体所提供的巨大潜力，这些物体能够同时存在于物理和想象领域。为此，我们提出了一个新框架，该框架整合了目前关于手工技能和游戏发展的孤立文献。我们认为，儿童在现实和想象中对物体的使用发展是具体体现的、相互的且相互交织的。一个行动平面上的进展会影响并支撑另一个平面上的进展。与这个统一框架一致，我们展示了儿童与物体的现实和想象互动如何在以下方面呈现出发展上的平行特征：a）逐渐超越物体的设计功能；b）超越自我；c）超越当下，涵盖未来的时间和空间点。此外，我们强调儿童与物体的现实和想象互动在整个发展过程中是如何相互交织且相互影响的：游戏产生使用物体的实践和技能，但同样，使用物体的实践也会推动游戏的发展。最后，我们强调了这种关于手工技能和游戏发展的具体体现和综合观点的理论、实证和转化意义。
