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PNU CTP Ed 2 Lev Vygotsky
This document summarizes Lev Vygotsky's theory of cognitive development. It discusses five of Vygotsky's main assumptions: (1) complex mental processes begin socially and are gradually internalized; (2) thought and language develop independently before age 2 then become interdependent; (3) adults convey cultural ways of understanding the world to children; (4) children can perform more challenging tasks with assistance; and (5) challenging tasks promote maximum growth. The document also discusses contemporary applications of Vygotsky's ideas like scaffolding, guided participation, apprenticeships, and peer interaction.
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PNU CTP Ed 2 Lev Vygotsky
- 1. Par Avion Air Mail I Vygotsky’sTheory of Cognitive Development Josephine Ann J. Necor, RN
- 2. Lev Vygotsky Bornin Orsha, a part of the Russian Empire (now known as Belarus) on 17th November 1896 and died at the very young age of 37 in 1934 from Tuberculosis A pioneer of psychology; His extensive research into cognitive development has lead his theory to be one of the most important of it’s kind. His main work was translated to English in 1962 and it had a major impact on other psychological research in similar fields.
- 3. Vygotsky believedthat the adults in a society foster children’s cognitive development in an intentional and somewhat systematic manner. Adult Child engage in meaningful and challenging activities help perform activities successfully
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- 5. communicated byeither psychological (language, number, art) or technical (books, calculator) means. Language is the most important tool for gaining social knowledge; the child can be taught this from other people via language. Intelligence -“the capacity to learn from instruction” THINKING SOCIAL KNOWLEDGE affected by MORE KNOWLEDGEABLE OTHER (MKO)
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- 7. 1. Complex mental processesbegin as social activities; as children develop, they gradually internalize these processes and begin to use them independently.
- 8. Show students how youthink as you deal with academic tasks. Children first talk about objects and events with adults and other knowledgeable individuals; in the process, they discover how the people around them think about those objects and events. Dialogue -> COGNITIVE DEVELOPMENT INTERNALIZATION - the process through which social activities evolve into mental activities.
- 9. 2. Thought and languageinitially develop independently of each other; the two become interdependent when children are about two years old.
- 10. Encourage students to talkthemselves through new and difficult tasks. Infants and young toddlers - Thought and language are separate functions. When language appears, it is first used primarily as a means of communication rather than a mechanism of thought. Sometime around age two - thought and language become intertwined: Children begin to express their thoughts when they speak, and they begin to think in terms of words. By talking to themselves, children learn to guide and direct their own behaviors through difficult tasks and complex maneuvers in much the same way that adults have previously guided them. SELF-TALK INNER SPEECH
- 12. 3. Through both informal conversationsand formal schooling, adults convey to children the ways in which their culture interprets the world.
- 13. Show students how variousacademic disciplines conceptualize the world. Adults share with children the language of their culture, including the specific concepts and terminology used in various academic disciplines. Although Vygotsky, like Piaget, saw value in allowing children to make some discoveries themselves, he also saw value in having adults describe the discoveries of previous generations.
- 14. 4. Children canperform more challenging tasks when assisted by more advanced and competent individuals.
- 15. Children’s twokinds of abilities that they likely to have at any particular point in their development: Children can typically do more difficult things in collaboration with adults than they can do on their own. ACTUAL DEVELOPMENTAL LEVEL LEVEL OF POTENTIAL DEVELOPMENT
- 16. 5. Challenging tasks promotemaximum cognitive growth.
- 17. Have students collaborate withadults or other students when they work on particularly challenging assignments. Zone of proximal development (ZPD) - the range of tasks that children cannot yet perform independently, but can perform with the help and guidance of others. Includes learning and problem- solving abilities that are just beginning to develop within a child – abilities that are in an immature, “embryonic” form. Naturally, any child’s ZPD will change over time, as some tasks are mastered, other more complex ones will appear to provide more challenges.
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- 21. Scaffolding Adults andother more competent individuals provide some form of guidance or structure that enables students to perform tasks that are in their zone of proximal development.
- 22. Example: Woods and Middleton(1975) studied the influence of instruction with their experiment. They provided 3-4 year olds with a puzzle which was beyond their comprehension on their own. The mother then provided different levels of assistance for the child: L1 – General verbal instruction (“Very good! Now try that again.”) L2 – Specific verbal instruction (“Get four big blocks”) L3 – Mother indicates material (“You need this block here”) L4 – Mother provides material and prepares it for assembly L5 – Mother demonstrates the operation
- 23. Guided Participation Givingstudents the assistance they need as they perform adult-like activities Engage students in realistic adult tasks, giving them the guidance they need to be successful.
- 24. Apprenticeships A learnerworks intensively with an expert to accomplish complex tasks that he or she could never do independently. The expert provides considerable structure and guidance throughout the process, gradually removing scaffolding and giving the learner more responsibility as competence increases. Cognitive Apprenticeship – a student learns not only how to perform a task but also how to think about a task. Encourage the thought processes that experts use when they engage in a complex task.
- 25. Peer Interaction Workingtogether rather than working alone; providing scaffolding for one another’s efforts; interactive approach
- 26. References Ormrod, J.E. (2000). Educational Psychology: Developing Learners. New Jersey: Prentice Hall. http://psychohawks.wordpress.com/2010 /11/03/theories-of-cognitive- development-lev-vygotsky/
- 27.
Editor's Notes
- #4 Foster = to help develop Vygotsky believed that the adults in a society foster children’s cognitive development in an intentional and somewhat systematic manner. They continually engage children in meaningful and challenging activities and help them perform those activities successfully.
- #5 His theory is sometimes referred to as the sociocultural perspective because he emphasized the importance of society and culture for promoting cognitive growth.
- #6 He believed that children’s thinking is affected by their social knowledge, which are communicated by either psychological (language, number, art) or technical (books, calculator) means. Language is the most important tool for gaining social knowledge; the child can be taught this from other people via language. He defined intelligence as “the capacity to learn from instruction”, which emphasises the fact there is a requirement for a more knowledgable other person or ‘teacher’. He referred to them as just that: the More Knowledgable Other (MKO). MKO’s can be parents, adults, teachers, coaches, experts/professionals – but also things you might not first expect, such as children, friends and computers.
- #8 Complex mental processes begin as social activities; as children develop, they gradually internalize these processes and begin to use them independently. Many thinking processes have their roots in social interactions. Children first talk about objects and events with adults and other knowledgeable individuals; in the process, they discover how the people around them think about those objects and events. Dialogue with others is an essential condition for promoting cognitive development. The process through which social activities evolve into mental activities is called internalization. Mental processes also develop as children interact with their peers.
- #9 Children first talk about objects and events with adults and other knowledgeable individuals; in the process, they discover how the people around them think about those objects and events. Dialogue with others is an essential condition for promoting cognitive development. The process through which social activities evolve into mental activities is called internalization. Mental processes also develop as children interact with their peers.
- #10 Thought and language initially develop independently of each other; the two become interdependent when children are about two years old.
- #11 Thought and language are separate functions for infants and young toddlers. Thinking occurs independently of language, and when language appears, it is first used primarily as a means of communication rather than a mechanism of thought. But sometime around age two, thought and language become intertwined: Children begin to express their thoughts when they speak, and they begin to think in terms of words. Self-talk – Children talk to themselves out loud. Inner speech – Children “talk” to themselves mentally rather than orally. Purpose of self-talk and inner speech: By talking to themselves, children learn to guide and direct their own behaviors through difficult tasks and complex maneuvers in much the same way that adults have previously guided them. Self-talk and inner speech, then, are examples of the internalization process. Gradually, self-talk is used more as a tool for self-directed and self-regulating behavior. Because speaking has been appropriated and internalized, self-talk is no longer present around the time the child starts school. Self-talk "develops along a rising not a declining, curve; it goes through an evolution, not an involution. In the end, it becomes inner speech"
- #13 3. Through both informal conversations and formal schooling, adults convey to children the ways in which their culture interprets the world.
- #14 Adults share with children the language of their culture, including the specific concepts and terminology used in various academic disciplines. Although Vygotsky, like Piaget, saw value in allowing children to make some discoveries themselves, he also saw value in having adults describe the discoveries of previous generations.
- #16 There are two levels of attainment for the ZPD:
- #18 Zone of proximal development (ZPD) - the range of tasks that children cannot yet perform independently, but can perform with the help and guidance of others; includes learning and problem-solving abilities that are just beginning to develop within a child – abilities that are in an immature, “embryonic” form. Naturally, any child’s ZPD will change over time; as some tasks are mastered, other more complex ones will appear to provide more challenges. It is the challenges in life – not the easy successes – that promote cognitive development.
- #22 A scaffold is an external structure that provides support for the workers (a place where they can stand) until the building itself is strong enough to support them. As the building gains stability, the scaffold becomes less necessary and is gradually removed. After the session, the child was assessed on whether they could construct the pyramid on their own. Results showed that when children were given varied support from mothers (low levels of support when the child was doing well, and high levels when the child struggled) they were able to construct the pyramid on their own. However, when the mother consistently provided the same support, they seemed to make the child conclude the activity was beyond their comprehension and the child soon lost interest in constructing the pyramid. This shows the importance of providing the correct level of scaffolding when teaching a learner Adults and other more competent individuals provide some form of guidance or structure that enables students to perform tasks that are in their zone of proximal development.
- #23 After the session, the child was assessed on whether they could construct the pyramid on their own. Results showed that when children were given varied support from mothers (low levels of support when the child was doing well, and high levels when the child struggled) they were able to construct the pyramid on their own. However, when the mother consistently provided the same support, they seemed to make the child conclude the activity was beyond their comprehension and the child soon lost interest in constructing the pyramid. This shows the importance of providing the correct level of scaffolding when teaching a learner. The Woods & Middleton (1975) pyramid puzzle. As a final point, Vygotsky looked at the role of egocentric/private speech. This is, for example, when a child will sit on their own and speak their thoughts out loud as they play. He suggested a child is regulating and planning their behaviour at this point: “Where is the block? I can’t find it. Oh well, I’ll use this block.” He called these ‘monologues’. By 7 years, these monologues become internalised and the child becomes a “verbal thinker”, which is what most adults can do with no problem. When we are faced with a problem, and we’re alone, we quite often think through the problem – but in our heads. Children before 7 will do this out loud. This verbal thinking forms the basis for higher level, more abstract thinking (planning, reasoning, memorising, evaluating).
- #24 Giving students the assistance they need as they perform adult-like activities
- #25 A learner works intensively with an expert to accomplish complex tasks that he or she could never do independently. The expert provides considerable structure and guidance throughout the process, gradually removing scaffolding and giving the learner more responsibility as competence increases. Cognitive Apprenticeship – a student learns not only how to perform a task but also how to think about a task.
- #26 Working together rather than working alone; providing scaffolding for one another’s efforts; interactive approach