Zusammenfassung der Ressource
CD -
Vygotsky
(1896 - 1934)
- INTRO / BASIC
THEORY from
slides
- His work has become very popular
in a field now known as Social
Development Theory. VYGOTSKY's
theories stress the fundamental role
of social interaction in the
development of cognition. He
believed COMMUNITY played a
strong role in the process of making
meaning.
- Vygotsky stated that
no single principle can
account for
development, social
and cultural context
leads to development.
- PIAGET and VYGOTSKY both
claimed that infants are born with
the basic abilities for intellectual
development. Piaget focuses on
motor and sensory abilities.
Whereas Vygotsky refers to
elementary mental functions such
as attention, sensation, perception
and memory.
- Vygotsky stated that
through social interactions
these are developed into
more effective HIGHER
MENTAL FUNCTIONS.
- Culture determines the
type of memory strategy
we develop, in our culture it
is note-taking but in others
it is carrying pebbles etc..
- HOW
VYGOTSKY IS
DIFFERENT TO
PIAGET
- Piaget believed that
children's development
must come before
learning. WHEREAS
VYGOTSKY argued that
learning is a necessary
part of the process of
developing. Therefore
social learning comes
before development.
- VYGOTSKY places
more emphasis on
culture shaping our
cognitive
development, which
contradicts Piaget's
view of universal
stages.
- Vygotsky
emphasises
social factors
in
development,
Piaget doesn't
- Vygotsky places
more emphasis on the
role of language in
cognitive
development,
whereas Piaget is
critisised for the lack
of emphasis on this.
- SOCIAL
INFLUENCES
ON COGNITIVE
DEVELOPMENT
- BOTH Piaget and Vygotsky
believed that young children
are curious and actively
involved in their learning of
schemas. VYGOTSKY
however placed more
emphasis on social
contributions, whereas
PIAGET emphasised
self-initiated discovery.
- VYGOTSKY - 1978 -
important learning
occurs through
interaction with a tutor,
the tutor provides
instructions and the
child seeks to
understand these, then
internalises the
information and uses it
to guide themselves.
- SCHAFFER - 1996 - e.g. young
girl can't do jigsaw alone but when
father shows her basic strategies
and leaves her to do it then, she
can. THIS CO-OPERATIVE
DIALOGUE promotes cognitive
development
- MORE
KNOWLEDGEABLE
OTHER (MKO)
- Someone who has a
better understanding than
the learner. It is NOT
always the case that a
MKO is a teacher or adult,
it may often be the child's
peers. It may not even be
a person at all, some
companies now use
electronic tutors.
- THE ZONE OF
PROXIMAL
DEVELOPMENT
- This relates to the
difference between
what a child can
achieve alone and
what a child can
achieve with guidance
from a skilled partner.
- VYGOTSKY - 1978 - sees
the zone of proximal
development as the area
where the most sensitive
instruction should be
given in order for the child
to develop higher mental
functions and use such
skills alone.
- Vygotsky views
interaction with peers
as an effective way of
developing skills and
strategies.
- EVIDENCE FOR
VYGOTSKY AND
THE ZONE OF
PROXIMAL
DEVELOPMENT
- FREUND - 1990 - study
where children placed
items of furniture in a
dolls house. they were
either 1. allowed to play
with their mother like this
before (zone of PD) or 2.
work alone (Piaget's
discovery learning).
FOUND those who worked
with their mother (ZPD)
showed greatest
improvement. BEING
GUIDED led to greater
understanding.
- ROGOFF, ELLIS AND
GARDNER - 1981 - mothers
stretched the zone of proximal
development by giving more
intense instruction, to
compensate for the child's lack
of skill.
- PRATT ET AL - 1988
- said a good tutor is
one that SEEKS OUT
the zone of proximal
development and
gradually reduced
support
- VYGOTSKY
AND
LANGUAGE
- Language plays two critical
roles in development. 1. it is
the main means an adult
transmits info to children. 2.
language is a powerful tool for
intellectual adaptation.
- PRIVATE SPEECH - when
people talk aloud to
themselves. He sees it as
a means for children to plan
activities and aid their
development. He believed
more private speech = more
socially competent children.
- Language develops
from social
interactions. Thought
and 'inner speech' is
the result of
language.
- BERK - 1986 - found
private speech
describes the child's
actions, that children
engage in private
speech more often
when alone, and that
private speech is the
same in all cultures.
- APPLICATIONS OF
VYGOTSKY'S
WORK
- RECIPROCAL TEACHING
is used to improve
students ability to learn
from text. Where the
students and teachers
collaborate on four key
skills, summarizing,
questioning, clarifying
and predicting
- SCAFFOLDING
- a more
advanced person
structures and
arranges a task
so that a novice
can work on it
successfully.
- WOOD ET AL -
created scaffolding
where caregivers
organise their
interventions
according to the child's
progress,
- Suggestion that
group members
should have
different abilities
so more advanced
peers can help less
advanced
members.
- CRITICISM OF
VYGOTSKY
- ROGOFF - 1990 - the
assumption that it is
relevant to all cultures is
not correct. Rogoff states
that the concept of
scaffolding (heavily verbal
dependent) may not be
useful in all cultures for
learning. observation and
practice may be more
useful skills.
- COMPARING
PIAGET AND
VYGOTSKY
- They share the
same stance about
the role of nature /
nurture, saying
development is the
product of interaction
between the child
and environment.
- Piaget is more
biological,
Vygotsky is
more
socio-cultural.
- BOTH suggest the child is
ACTIVELY INVOLVED,
however PIAGET says
development comes first,
then learning / knowledge,
VYGOTSKY says its the
other way round
- PIAGET is discontinuous
theory - leaps and bounds,
whereas VYGOTSKY is a
continuous theory of
development
- CRITICISED
for too much
emphasis on
external
regulation of
learning
(tutors) and not
the internal
processes of
the pupil
- VYGOTSKY'S
GENETIC
METHOD
- human mental
processes must be
looked at using a
genetic method to
examine the origins of
these processes.
genetic progressions
are defined in terms
of TOOLS and SIGNS.
- SIGN = sound,
letter, word, note,
symbol etc..
- SIGNIFIER
= surface
form.
- SIGNIFIED =
meaning
- TOOLS - child acquires
patterns of social
interaction in the form of
objects. LEONTIEV - 1981
- infant handles spoon,
the handling slowly
becomes reorganised by
adult
- SPEECH and
THOUGHT
begin as
separate
things but as
time goes on
merge into
one, VERBAL
THOUGHT.