Abstract
This chapter investigates the various aspects of mimetic processes and their role in early childhood. It is argued that mimesis establishes practical knowledge and is constitutive of social, artistic, and practical action. With the help of their mimetic abilities, children acquire the meaning of objects and forms of representation and action. This is especially true of the development of their aesthetic sensitivity and their ability to experience empathy, pity, affection, and love. Mimesis does not however denote mere imitation or copying; rather, it is a creative process by which the act of relating to other persons and worlds in a mimetic way leads to an enhancement of one’s own world view, action, and behaviour. Mimesis is related to the body, and refers, first to, the direct imitation of animals and persons in speech, song and dancing, then, to the imitation of human actions, and finally, to the material recreation of images of persons or things. Mimetic processes can be seen as processes of cultural learning, and as such they are crucial to child rearing and education (Gebauer & Wulf 1995, 1998, 2003).
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Wulf, C. (2011). Mimesis in Early Childhood: Enculturation, Practical Knowledge and Performativity. In: Kontopodis, M., Wulf, C., Fichtner, B. (eds) Children, Development and Education. International perspectives on early childhood education and development, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0243-1_6
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