Читать книгу Introducing Cognitive Analytic Therapy - Anthony Ryle - Страница 54

One of Vygotsky's well‐known statements was: “What the child does with an adult today she will do on her own tomorrow.” In this he was proposing a two‐stage learning process whereby interpersonal activity, involving the development and use of skills and the acquisition of concepts which convey meaning, always precedes internalization. In this way, speech, which is first acquired in conversation with others, is practiced in conversation with the self (the instructions and commentaries and judgments of their own actions of young children bearing witness to this) before finally “going underground” as the internal speech which is a main component of conscious thought. It is important to recognize that the “protoconversations” between mother and infant (see Braten, 1988, 1998; Trevarthen, 1993, 2017), and the RR relationships they embody, which are major determinants of the development of personality, involve pre‐linguistic mediating tools and are, as a result, largely unavailable to conscious reflection. It will be clear from this account that internalization of external interpersonal activities takes place by way of signs conveying meanings (see also Boyes, Guidano, & Pool, 1997; Cox & Lightfoot, 1997) and is quite distinct from representation. An important feature of Vygotsky's concept of internalization is that the process is also understood to transform the psychological structures that mediate it.