ABSTRACT
One of the important insights of the educational sciences in recent decades is that education entails more than a purposeful and reflective organisation of the relationship between educator and child (see Daniels, 2001). It has become clear that cultural institutions (like family, school) and cultural tools (like language) embody structures that largely influence human activity explicitly or tacitly. Because of the intrinsic relationship between activity and human development, human development is also prone to be (at least partly) determined by cultural institutions and tools.
