Other Influential Psychologist in comparison to Lev Vygotsky's Theory of Development.

1. MARIE LORABELLE F. REBOYA | PROF DR. NAA| PSU-GOA | MAED INM
Lev Vygotsky

2. • Recap of past discussion.
• Introductory information about Lev Vygotsky
• Theory of Lev Vygotsky and his beliefs
• Compare Vygotsky to Erik Erickson & Freud Theory
Introduction

3. a. Concise Ideas of Simple Bio of Lev Vygotsky
b. What makes him do the Theory
c. All about his Theory
d. Comparison to Other Theories
Overview

4. Recap of Stages of Development

5. All About Lev Vygotsky
Overview About Lev Vygotsky
• Russian psychologist who made a great contribution in the
fields of child development and cognitive psychology.
• He was born in Western Russia (present day Belarus) in
1896, same year as another famous psychologist, Jean Piaget.
• Known as the “Mozart of Psychology” because, just like the
famous composer, Vygotsky came up with several different
theories in a short span of time, demonstrating his ingenuity.
• Known as Social Development Theory.

6. • Lev Vygotsky was a Soviet developmental psychologist, a brilliant
man known for developing several major theories including Zone of
Proximal Development and Sociocultural Theory.
• Vygotsky's investigations of child development and educational
psychology were influenced by his own Marxism – a philosophy that
emphasizes the importance of one's social origins and place in the
scheme of production
Interesting Facts About Vygotsky Theory

7. • Education. One reason why Vygotsky insisted that
children should be tested twice was that he believed that
instruction co-determines cognitive development.
• “In his opinion, teachers should offer a level of instruction that is
slightly beyond the child’s level of individual performance but still
lies within his or her zone of proximal development.
His View in Instruction Management

8. • ELEMENTARY - Vygotsky believed that instruction in elementary school
leads the child to reflect on his or her own mental operations and to
use them deliberately and efficiently. His favorite example was that of
learning to write a letter.
• “When I stood there he laughed at me,” because the words “there” and
“he” have no specific meaning outside the context— hence the need to
carefully consider what the recipient needs to know. The writing of a
letter also requires a conscious plan.
• Vygotsky believed that training in letter writing led children to speak
more deliberately and efficiently as well
Lev Vygotsky view in Instruction

9. • At secondary school Vygotsky recommended the teaching of what he called scientific
concepts.
• Scientific concepts form a system that covers the essential relationships in a certain domain
of knowledge.
• Scientific concepts should be distinguished from the everyday concepts that the child
acquires independently or in interaction with peers and parents
For example:
“The child’s everyday concept of a king may focus on the king’s clothes and his supposed power. Likewise,
the child’s everyday concept of a farmer may concern his appearance and the fact that he has cute animals.
Lev Vygotsky Explain this by Concepts
The scientific concept of a king would involve knowledge about different monarchies and other forms of
government. The scientific concept of a farmer would involve such interconnected notions as turnover,
demand, supply, costs, profit, and market.
Secondary (High School Level) K7-12

10. • It is not only that they cover the non-accidental, genuine aspects of
reality, but also that they form a systemic, interconnected whole.
• Vygotsky believed that everyday and scientific concepts should enrich
each other (the everyday concepts giving body and flesh to the abstract
scientific concepts), but he attached a leading role to the scientific
concepts.
• Ideally, the mastery of scientific concepts should lead to a scientific way
of thinking that spreads to the child’s everyday thinking
Characteristic of Scientific Concepts

11. • Inspired many Researcher to develop a new instructional
programs.
> A typical approach is to introduce children to the core concepts
(scientific concepts) and essential relationships within a knowledge
domain with the help of graphs and symbols that graphically depict
them. The children are then taught to use these graphs and symbols
independently as cultural tools that guide their thinking process
His Theory Contribution to Global Ideas

12. This theory started when Marxism was replaced by dictatorship .
Individuals were expected to sacrifice their personal gains for the
greater good of the nation; success of an individual was considered a
success for the culture.
This theory stressed the fundamental role of social interaction in the
development of cognition. He believed that since the development
was greatly influenced by the culture, it varied from society to society,
contradicting the beliefs of Jean Piaget, who maintained that the
elementary steps in cognition development were universal.
•
Sociocultural Theory

13. • Were the More Knowledgeable Other (MKO) and the Zone of
Proximal Development (ZPD).
• MKO refers to someone who has a greater understanding or a
higher skill level than the learner.
• There is a difference between what a child can achieve
independently, called actual development, and what he can
achieve with the guidance of an adult, called the level of
potential development.
• Lev Vygotsky was the first psychologist to document the
importance of self-talk for cognitive development.
Main Principles of Vygotsky’s theories

14. Note: It is important to note that the terms cooperative learning, scaffolding
and guided learning all have the same meaning within the literature.
ZONE OF PROXIMAL DEVT.

15. 1. He believes that social interaction plays a fundamental role
in the development of cognition.
• "Every function in the child's cultural development appears
twice: first, on the social level, and later, on the individual level;
first, between people (interpsychological) and then inside the
child (intrapsychological)
The major theme of Vygotsky's theoretical
Framework

16. 2. A second aspect of Vygotsky's theory is the idea that the potential for
cognitive development depends upon the "zone of proximal development"
(ZPD): a level of development attained when children engage in social
behavior.

17. • Example
• Vygotsky (1978, p56) provides the example of pointing a finger.
Initially, this behavior begins as a meaningless grasping motion;
however, as people react to the gesture, it becomes a
movement that has meaning. In particular, the pointing gesture
represents an interpersonal connection between individuals.
Application

18. • Vygotsky, however, believed that, through inner speech, a child
regulated its activity and these children were more competent
socially than those who did not indulge in it.

19. • That each child as an individual learns distinctively. Consequently,
the knowledge and skills that are worthwhile learning varies with
the individual. “INDIVIDUAL DIFFERENCES”.
• Summary: Social Development Theory argues that social
interaction precedes development; consciousness and cognition
are the end product of socialization and social behavior.
• The overall goal of education according to Vygotsky is to
"generate and lead development which is the result of social
learning through internalization of culture and social relationships.
Summary of Vygotsky Theory in Education

20. Lev Vygotsky Socio Cultural Development

21. Listen & compare
FREUD’S THEORY
ERIKSON’S THEORY
KOHLBERG’S THEORY
Listen to The Different Theory
compared to VYGOTSKY THEORY

22. Vygotsky to Erikson Theory

23. Kohlberg's Theory

24. Recap of FREUD’S THEORY

25. • Marxism – the political and economic theories of Karl Marx and Friedrich Engels, later
developed by their followers to form the basis for the theory and practice of
communism.
• Individuals were expected to sacrifice their personal gains for the greater good of the nation;
success of an individual was considered a success for the culture.
• ZPD – Zone of Proximal Development
Vocabulary

26. • In conclusion, a teacher's focus should be to provide assistance
to students in need, and provide cultural tools as educational
resources.
• In giving instructions we teachers, administrators, graduate
students should provide for group and peer learning, in order for
our students, staffs or other work related in application of this
theory to have support each other through the discovery process.
• Especially in today's diverse classroom, the teacher needs to be
sensitive to her student's cultural background and language, and
be an active participant in his knowledge construction.
Conclusion for MaEd & Instructional Mgr

27. • Give me an example of situations wherein you can apply Lev Vygotsky ZPD.
• Why do we need to Study Stages & Theory of Developments in foundations of
Education. What are the relevance on this in improving our Instructional
Managements?
• In your work or designations do you think learning these things are important
& has relevance in application to your job?
• Write in 3-5 sentences summarize what you have learned in each theory?
• If you are going to apply a theory, what theory you would apply to improve
your instructions? Why & how?
Points= 20
Questions & Answers

28. • List the resources you used for your research.
• http://www.thefamouspeople.com/profiles/lev-vygotsky-
5998.php#rehl6tj9Yiq02LOE.99
• Encyclopedia.com
• Wikipedia
• Khan Academy Online https://www.khanacademy.org/
Resources