Vygotsky

Vygotsky

1. 'All higher psychological functions are internalized relationships of the social kind'

2. Social development theory

   • believed that human minds develop from INTERACTIONS between people & society
     • certain 'TOOLS' from culture were created so that people could interact with their social environment
       • Example: speech & writing
         • The Role of Language
           • language played two very important roles regarding cognitive development
             • it is a powerful tool when it comes to adapting intelect
               • is the main method adults use to transmit information to children
             • language is created by social interaction with the purpose of communicatin with one another
               • however, later on, it becomes an 'INNER SPEECH', the thought of a person
                 • language creates thoughts
       • children will first acquire this tools to communicate their needs
         • when those TOOLS are internalized the result is HIGHER THINKING SKILLS
         • children are constantly and gradually learning from parents and teachers
           • that learning can be different depending on CULTURE
   • Social development plays a key role in the development of cognitive processes
     • social learning comes before development of cognitive processes
       • contrary to Piaget who claimed the other way
       • First a development appears to a child on a SOCIAL LEVEL between people
         • INTERPSYCHOLOGICAL
         • Then, the child takes the information in a more personal and INDIVIDUAL LEVEL
           • INTRAPSYCHOLOGICAL
   • The more knowledgeable other (MKO)
     • refers to anyone who has a better understanding or a higher ability level than the learner with respect to a particular task, process, or concept
       • The MKO maybe a teacher, coach, older adult, peers, younder person, or even computers
   • Zone of Proximal Development (ZPD)
     • The difference between what a learner can do without help and what he or she can do with help
       • is the range of abilities that an individual can perform with assistance but cannot yet perform independently
         • these skills are called 'proximal' because the individual id close to mastering them but needs more guidance and practice in order to perform these independently
     • people learn by being guided by those who are more knowledgeable and skilled
       • a child follows an adult's example and gradually develops the ability to do certain tasks without help or assistance
       • when children are in the ZPD providing assitance and tools gives students what they need to accomplish the new task or skill
         • these activities, instructions, tools and resources are known as
           • SCAFFOLDING
             • eventually, scaffolding can be removed and the student will be able to complete the task independently
     • Classroom application for ZPD
       • Know each student's ZPD
         • to use ZPD and scaffolding successfully, it's vital to know students' current level of knowledge
       • Encourage group work
         • group work is an effective way of using scaffolding
           • students can learn from each other, and advanced learners can improve their skills while helping others
             • create groups that contain students with different skills
       • Don't offer too much help
         • when using scaffolding, let sudents work their own first
           • when they begin tu struggle, ask them questions about whate they've done and what they think should do next
             • ask open-ended questions that encourage them to find a soolution on their own, opposed to jsut telling them
       • Have students think aloud
         • having students discuss their thought process is one of the best ways to figure out where their current skills are & make sure they are actually learning