The pioneering Soviet developmental psychologist Lev Vygotsky argued early in the century that children's development could be understood only in its relationship to history. But he and his followers have never quite accomplished this prescription. This article maintains that we can only understand development as history when we think simulateously about how changing contexts affect what children appropriate from them, and how children's appropriations modify the contexts that guide development. This formulation implies, and the article explores, certain qualities that historical accounts possess. V ygotsky's `zone of proximal development', it is maintainted, should be studied historically within an account of the working of formal organizations. The article concludes with an illustration of the proposed approach, focusing upon an episode in the recent history of schooling.
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