Vygotsky

Vygotsky

1. SOCIAL INFLUENCES ON COGNITIVE DEVELOPMENT

   • For Vygotsky, the environment in which children grow will influence how they think and what they think about
     • states the importance of cultural and social context for learning
     • Cognitive development stems from social interactions
     • Guided learning within the zone of proximal development as children and their partner's co-construct knowledge
   • MORE KNOWLEDGEABLE OTHER

2. ZONE OF PROXIMAL DEVELOPMENT

   • IT RELATES TO THE DIFFERENCE BETWEEN WHAT A CHILD CAN ACHIEVE INDEPENDENTLY AND WHAT A CHILD CAN ACHIEVE WITH GUIDANCE AND ENCOURAGEMENT.
   • SECOND MOST IMPORTANT PRINCIPLE OF VYGOTSKY'S WORK.
   • LEV VYGOTSKY
     • HE VIEWS INTERACTION WITH PEERS AS AN EFFECTIVE WAY OF DEVELOPING SKILLS AND STRATEGIES.
     • HE CONSIDERS IT AS THE AREA WHERE THE MOST SENSITIVE INSTRUCTION OR GUIDANCE SHOULD BE GIVEN.
   • EVIDENCE
     • DR. LISA FREUND'S DOLLHOUSE STUDY (1990)

3. Vygotsky and Language

   • Vygotsky viewed language as man’s greatest tool, a means for communicating with the outside world
   • Vygotsky differentiates between three forms of language
     • "Social speech" which is external communication used to talk to others (typical from the age of two)
     • "Private speech" which is directed to the self and serves an intellectual function (typical from the age of three)
     • "Finally private speech goes underground", diminishing in audibility as it takes on a self-regulating function and is transformed into silent inner speech (typical from the age of seven)
   • Language plays two critical roles in cognitive development
     • It is the main means by which adults transmit information to children
     • Language itself becomes a very powerful tool of intellectual adaptation
   • Language develops from social interactions, for communication purposes

4. CLASSROOM APPLICATIONS

   • Scaffolding and apprenticeship
   • Four key skills: 1°summarizing, 2°questioning, 3°clarifying, and 4°predicting
   • Collaborative learning
   • Reciprocal teaching
   • CRITICAL EVALUATION
     • Assumption that it is relevant to all cultures
       • Rogoff (1990)
         • Concept of scaffolding may not be equally useful in all cultures for all types of learning. Observation and practice may be more effective

5. Piaget and Vygotsky: Theory Comparison

   • VYGOTSKY
     • Adults foster foster children's cognitive development in an intentional and systematic manner. When adults interact with children, they share meanings attached to objects. This includes informal conversations and formal education (Ormrod, 2014).
     • Cultures pass along physical and cognitive tools to help make daily living productive (Ormrod, 2014). Children can take these tools and use them as they see fit .
     • Lev Vygotsky offered an alternative to Piaget's stages of cognitive development. Vygotsky's Sociocultural Theory of Development became a major influence in the field of psychology and education (Woolfolk, A., 2004). This theory stated that students learn through social interactions and their culture – much different from Piaget's theory that stated children act on their environment to learn.
   • PIAGET
     • Children are naturally curios and they actively seek out information to help make sense of their world; they also pull experiences together to cónstruct understanding (Ormrod, 2014).
     • Children"s interactions with their physical and social environments are integral for cognitive development. Likewise, interactions with other people are equally important (Ormrod, 2014).
     • Piaget proposed that cognitive development from infant to young adult occurs in four universal and consecutive stages: sensorimotor, preoperational, concrete operations, and formal operations (Woolfolk, A., 2004).

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