Chapter 7: The Concept of Dialogical and Developmental Movement: Who Is Leading the Dance and How?

This chapter challenges the conventional, static interpretation of the zone of proximal development and advocates for a more dynamic perspective that emphasizes movement. Drawing on Laban’s concept of trace-form and Campill and Valsiner’s helical representation of development, the concept of CO-zone of proximal development is introduced as a trace-form and positioned within dialogical self-theory. Two primary processes in children’s dialog with teachers—connection and directional change—are identified and theorized. An illustration based on Rajala and Sannino’s analysis of children’s school activities is provided to demonstrate these processes in practice. Further, the inherently dialogical nature of these processes is examined by exploring the tensions that arise during their unfolding. These tensions are then illustrated through research by Rajala, Kumpulainen, Raino, Hilppö and Lipponen. (2016).