2. OUTLINE OF THE SUBJECT MATTER
Life of Vygotsky
Socio-cultural theory
Social Interaction
Language
Zone of Proximal Development
Scaffolding
3. LEV VYGOTSKY
He was born in Russia on
November 17, 1896 and died on
June 11, 1934 at the age of 37.
His work began when he was
studying learning and
development to improve his own
teaching.
He wrote on language, thought,
psychology of art, learning and
development and educating
students with special needs.
4. LEV VYGOTSKY
His experience, together with his
interest in literature and his work
as a teacher, led him to
recognize social interaction
and language as two central
factors in cognitive development.
His theory became known as
Socio-Cultural Theory of
Development.
7. SOCIAL INTERACTION
Vygotsky emphasized that effective learning happens
through participation in social activities.
Parents , teachers and other adults in the learner’s
environment all contribute to the process. They explain,
model, assist, give directions and provide feed back.
Peers, on the other hand, cooperate and collaborate and
enrich the learning experience.
8. EXAMPLE NO.1 :
Soon, this child
will be able to
walk and run by
herself.
This child is learning
to walk with the help
of a parent. The
parent holds both
hands so the child
doesn’t have to focus
on both balance and
moving her feet.
9. EXAMPLE NO. 2:
What are you
writing?
I’m writing a letter
Father’s knowledge
of letters:
Structure (date,
salutation, body, etc.)
Purpose (friendly,
formal, etc.)
Conventional spelling
and grammar
Child’s knowledge of
letters:
Mom and dad write
and receive letters.
11. LANGUAGE
Language opens the door for learners to acquire
knowledge that others already have. Learners can
use language to know and understand the world
and solve problems. Language serves a social
function but it also has an important individual
function. It helps the learner regulate and reflect on
his own thinking. Children talk to themselves.
Observe preschoolers play and you may hear, “
gagawin ko itong airplane (holding a rectangular
blocks), tapos ito ang airport (holding a two long
blocks).” For Vygostky, this “talking-to-oneself” is an
indication of the thinking that goes on in the mind of
the child.
12. LANGUAGE
Language can be viewed as a verbal expression of culture.
Every culture has the words it needs for its lifestyle.
It opens the door for learners to acquire knowledge that others
already have.
It is use to know and understand the world and solve
problems.
It serves a social function but it also has an important
individual function. It helps the learner to regulate and reflect
on his own thinking.
14. PRIVATE SPEECH
Private speech is a form of self-talk that guides the
child’s thinking and action. Vygotsky believed in the
essential role of activities in learning. Children learn
best through hands-on activities than when listening
passively. Learning by doing is even made more
fruitful when children interact with knowledgeable
adults and peers.
17. Zone of Actual Development refer in which the child
may perform at a certain level of competency and
she/he may not immediately proficient at it.
Zone of Proximal Development refer to the difference
between what the child accomplish alone and what
he/she can accomplish with guidance of another.
Zone of Proximal Development refers to the tasks a
child is unable to complete alone, but is able to
complete with the assistance of an adult.
19. ZONE OF PROXIMAL DEVELOPMENT
The Known:
What I can do by myself
The Unknown:
What I cannot do at all
Zone of Proximal Development:
What I can do with the help
of someone else.
THE LEARNING SPACE
21. WHAT IS SCAFFOLDING?
refers to the support or assistance that lets the child
accomplish a task he/she cannot accomplish
independently.
It is not about doing the task for the child while he/she
watches.
It is not about doing short cuts for the child.
It should involve the 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.
22. EXAMPLE SITUATIONS:
Unzipping the lunch bag, opening the food container
and putting straw in the child’s juice tetra pack for
her / him is NOT SCAFFOLDING.
23. EXAMPLES OF SCAFFOLDS
When the adult unzips the zipper an inch or two and then
holds the lunch bag still so that the child can continue to
unzip the lunch bag is SCAFFOLDING.
Loosening the food container lid just a bit and letting the
child open the lid himself is SCAFFOLDING.
Leading the straw to the hole and letting the child put the
straw through the tetra pack is SCAFFOLDING.
