Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. Students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge and reality. Social constructivism, a social learning theory developed by Russian psychologist Lev Vygotsky, posits that individuals are active participants in the creation of their own knowledge. While social constructionism focuses on the artifacts that are created through the social interactions of a group, social constructivism focuses on an individual's learning that takes place because of his or her interactions in a group. A very simple example is an object like a cup. Cognitive constructivism comes from the work of Jean Piaget and his research on cognitive development in children. Social. Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. This is the Theory proposed by Piaget and Vygotsky.
Vygotsky's Early Life , Applications of Vygotsky's Theory to Education , Educational Applications of Vygotsky’s Work. , Classroom Applications of Vygotsky's Theory , social constructivism based on the work of Lev Vygotsky , Scaffolding
Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. Students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge and reality. Social constructivism, a social learning theory developed by Russian psychologist Lev Vygotsky, posits that individuals are active participants in the creation of their own knowledge. While social constructionism focuses on the artifacts that are created through the social interactions of a group, social constructivism focuses on an individual's learning that takes place because of his or her interactions in a group. A very simple example is an object like a cup. Cognitive constructivism comes from the work of Jean Piaget and his research on cognitive development in children. Social. Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. This is the Theory proposed by Piaget and Vygotsky.
Vygotsky's Early Life , Applications of Vygotsky's Theory to Education , Educational Applications of Vygotsky’s Work. , Classroom Applications of Vygotsky's Theory , social constructivism based on the work of Lev Vygotsky , Scaffolding
Learning is not an easy process. It is acquired in the environment like inhale and exhale not learning. Learning is a conscious action for social and biological adaptation. Permanent and temporary changes take place through the act of learning. Both adaptation and counter-adaptation take place through learning. Learning can be right as well as can be wrong. Learning any action means getting some experience as a whole by completing some actions together. The whole experience is made up of the experience gained from many actions. The analysis of the complete form of learning is given below.
The work of Lev Vygotsky (1934) has become the foundation of much research and theory in cognitive development over the past several decades specially in Social Development Theory.
Vygotsky's theories stress the fundamental role of social interaction in the development of cognition , as he believed strongly that community plays a central role in the process of "making meaning."
He believed that Social Learning tends to precede development unlike Piaget's notion that childrens' development must necessarily precede their learning.
He argued, "learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function" (1978, p. 90).
Vygotsky has developed a socio cultural approach to cognitive development.
His theories are incomplete due to death at an early age of 38.
Some of his writings are still being translated from Russian.
Learning is not an easy process. It is acquired in the environment like inhale and exhale not learning. Learning is a conscious action for social and biological adaptation. Permanent and temporary changes take place through the act of learning. Both adaptation and counter-adaptation take place through learning. Learning can be right as well as can be wrong. Learning any action means getting some experience as a whole by completing some actions together. The whole experience is made up of the experience gained from many actions. The analysis of the complete form of learning is given below.
The work of Lev Vygotsky (1934) has become the foundation of much research and theory in cognitive development over the past several decades specially in Social Development Theory.
Vygotsky's theories stress the fundamental role of social interaction in the development of cognition , as he believed strongly that community plays a central role in the process of "making meaning."
He believed that Social Learning tends to precede development unlike Piaget's notion that childrens' development must necessarily precede their learning.
He argued, "learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function" (1978, p. 90).
Vygotsky has developed a socio cultural approach to cognitive development.
His theories are incomplete due to death at an early age of 38.
Some of his writings are still being translated from Russian.
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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2. OBJECTIVES:
1.You should be able to understand why Vygotsky’s Theory is
called “Socio-cultural”theory.
2.Differentiate Piaget and Vygotsky’s views on cognitive
development.
3.Explain how scaffolding is useful in teaching a skill.
3. INTRODUCTION
The key theme of Vygotsky’s theory is
that social interaction plays a very
important role in cognitive development.
4. BRIEF HISTORY
Lev Vygotsky was born in 1896 in Orsha, a small town
in the vicinity of Minsk.
When Vygotsky was a young boy he was educated
under a teacher who used the SOCRATIC METHOD.
It is a sytematic question and answer approach.
It leds him recognize SOCIAL INTERACTION and
LANGUAGE as two central factors in cognitive
development.
His theory became known as SOCIO-CULTURAL
THEORY OF DEVELOPMENT.
5. PIAGET AND VYGOTSKY
VYGOTSKY worked on his theory around the same time as
PIAGET in between 1920’s and 30’s .
BUT, they had clear differences in their views about
COGNITIVE DEVELOPMENT.
PIAGET
More individual in focus.
Believed that there are universal stages of Cognitive Development.
Did not give much emphasis on Language.
VYGOTSKY
More social in focus.
Did not propose stages but emphasized on Cultural factors, among others, in
Cognitive development.
6. TRUE OR FALSE
VYGOTSKY’s THEORY IS MORE OF AN
INDIVUDALISTIC APPROACH
SOCIAL INTERACTION DOES NOT PLAY A
VITAL ROLE IN COGNOVITVE
DEVELOPMENT ACCORIND TO VYGOTSKY
ASIDE FROM SOCIAL INTERACTION,
THERE ARE OTHER FACTORS THAT COULD
CONTRIBUTE TO COGINITIVE
DEVELOPMENT
7. FACTORS THAT AFFECT VYGOTSKY’S THEORY
SOCIAL INTERACTION-The social environment or the
community takes on a major role in ones development.
Gives more weight on the social interaction
CULTURAL FACTORS-Vigotsky looked into the wide
range of experiences that a culture would give to a child.
example: Cultural view about education.
LANGUAGE- Learners can use language to know and
understand the world and solve problems.
Thru: Observation
Private Speech – a form of self – talk into guiding a
learner’s thinking and action.
8. ZONE OF PROXIMAL DEVELOPMENT
-It’s the difference between what the child can
accomplish alone and what she can accomplish with
the guidance of another.
2 CLASSIFICATIONS:
Zone of actual development-When a child attempts
to perform a skill alone.
More Knowledgeable Other(MKO)-With a guidance
of a competent adult or a more advanced peer.
9. SCAFFOLDING-
A support or assistance that lets the child accomplish a
task he cannot accomplish independently.
Its not about doing the task for the child while he watches.
Its about judicious assistance given by the adult or peer so
that the child can move from the zone of actual to the zone
of proximal development.
Example:
Unzipping the lunch bag of a child-Not Scaffolding
Unzip the zipper an inch or two and then holding it so that
the child can continue to unzip the lunch bag-Scaffolding
10. SCAFFOLD AND FADE-AWAY TECHNIQUE
As learners become more proficient able to complete task
on their own that they could not initially do without
assistance.The guidance can be withdrawn.
When the MKO Scaffolds,the process moves in four levels:
1. I do,you watch.
2. I do, you help.
3. You do, I help.
4. You do, I watch.
11. “What a child can do in cooperation today,
Tomorrow she/he will be able to do alone”
-Lev Vygotsky
13. QUIZ
Please click the link
https://drive.google.com/file/d/12N9Xk0bm
wBtCug7_3UJwzUx9I-4zPjrh/view?usp=sharing
Please attach file to:
basiljohndayaguit@gmail.com
