LevVygotsky: A Sociocultural Perspective <ul><li>A contemporary of Piaget </li></ul><ul><li>He did his research in Russia ...
Vygotsky: A Sociocultural Perspective <ul><li>How we think is a function of both social and cultural forces </li></ul><ul>...
Vygotsky vs. Piaget <ul><li>Piaget believed children overcome cognitive conflict through internal processes </li></ul><ul>...
Vygotsky vs. Piaget <ul><li>Vygotsky believed that social interaction was the primary cause of cognitive development. </li...
Vygotsky’s Central Ideas <ul><li>Imitation- We learn by watching others </li></ul><ul><li>Mediation- Another interprets a ...
Vygotsky’s Central Ideas <ul><li>Empirical Learning- </li></ul><ul><ul><li>Concepts and ideas are learned by observing oth...
The Zone of Proximal Development <ul><li>ZPD-the difference between what a child can do with assistance and on their own <...
Limitations of Vygotsky <ul><li>Learning may be effected by: </li></ul><ul><ul><li>knowledge base </li></ul></ul><ul><ul><...
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Vygotsky2008

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Vygotsky2008

  1. 1. LevVygotsky: A Sociocultural Perspective <ul><li>A contemporary of Piaget </li></ul><ul><li>He did his research in Russia </li></ul><ul><ul><li>Stalinist Era </li></ul></ul><ul><ul><li>Declared “Pseudo-Science” </li></ul></ul><ul><ul><li>Died of Tuberculosis at age 37 </li></ul></ul><ul><ul><li>Nothing was published in the West until late 1970’s </li></ul></ul>
  2. 2. Vygotsky: A Sociocultural Perspective <ul><li>How we think is a function of both social and cultural forces </li></ul><ul><ul><li>plate, box, peach, knife, apple, hoe, cup, potato </li></ul></ul><ul><li>Taxonomic/Functional </li></ul><ul><li>Psychological Tools </li></ul><ul><ul><li>Cognitive devices and procedures </li></ul></ul><ul><ul><ul><li>i.e. speech, writing, gestures, diagrams, numbers, musical notation, rules, memory techniques, etc. </li></ul></ul></ul>
  3. 3. Vygotsky vs. Piaget <ul><li>Piaget believed children overcome cognitive conflict through internal processes </li></ul><ul><ul><li>Assimilation, Accommodation, Equalibration and thus, learn to adapt to their world. </li></ul></ul><ul><li>Cognitive Development makes Social Development Possible </li></ul>
  4. 4. Vygotsky vs. Piaget <ul><li>Vygotsky believed that social interaction was the primary cause of cognitive development. </li></ul><ul><li>Children make cognitive gains based upon the knowledge and conceptual tools handed down to them by significant others. </li></ul><ul><ul><li>Adults, older children, same age peers </li></ul></ul>
  5. 5. Vygotsky’s Central Ideas <ul><li>Imitation- We learn by watching others </li></ul><ul><li>Mediation- Another interprets a child’s behavior and transforms it into an internal and symbolic representation. </li></ul><ul><ul><li>Child points- So, you want a box of crayons! </li></ul></ul>
  6. 6. Vygotsky’s Central Ideas <ul><li>Empirical Learning- </li></ul><ul><ul><li>Concepts and ideas are learned by observing others </li></ul></ul><ul><ul><li>The problem is that misconceptions can occur </li></ul></ul><ul><li>Theoretical Learning- </li></ul><ul><ul><li>Instruction helps children move from empirical learning to understanding of critical or defining characteristics of a concept. </li></ul></ul><ul><ul><ul><li>Fish vs Whale problem </li></ul></ul></ul>
  7. 7. The Zone of Proximal Development <ul><li>ZPD-the difference between what a child can do with assistance and on their own </li></ul><ul><ul><li>Pulling students along to master things they could not learn on their own </li></ul></ul><ul><li>Scaffolding </li></ul><ul><ul><li>Prompts, check-lists, modeling, feedback, graphic organizers, mediating devices </li></ul></ul>
  8. 8. Limitations of Vygotsky <ul><li>Learning may be effected by: </li></ul><ul><ul><li>knowledge base </li></ul></ul><ul><ul><li>existing thinking skills </li></ul></ul><ul><li>Environmental influences </li></ul><ul><ul><li>transmission model of most American schools </li></ul></ul><ul><ul><li>authoritarian environments and unwillingness to allow socially transmitted learning </li></ul></ul>

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