Lev Vygotsky was a Russian psychologist who developed the social development theory. He believed that social interaction and language play a fundamental role in cognitive development. A core concept is the zone of proximal development, which refers to the difference between what a learner can do independently and what they can do with guidance and collaboration. Within the zone, a more knowledgeable other, such as a teacher, helps scaffold a learner's skills and understanding to promote development. Vygotsky's theories emphasize how social learning precedes development and lays the foundation for independent problem solving.
Jean Piaget: Theory of Cognitive DevelopmentAyushi Gupta
This presentation focuses on the Theory of Cognitive Development given by Jean Piaget. It includes the life history of Jean Piaget, the meaning of cognition and cognitive development, the stages of development given by Piaget and the educational implications of the theory.
Jean Piaget: Theory of Cognitive DevelopmentAyushi Gupta
This presentation focuses on the Theory of Cognitive Development given by Jean Piaget. It includes the life history of Jean Piaget, the meaning of cognition and cognitive development, the stages of development given by Piaget and the educational implications of the theory.
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
Running head CLASSROOM APPLICATIONS OF VYGOTSKY .docxhealdkathaleen
Running head: CLASSROOM APPLICATIONS OF VYGOTSKY 1
Classroom Applications of Vygotsky’s Sociocultural Theory
Your Name Here
Austin Peay State University
CLASSROOM APPLICATIONS OF VYGOTSKY 2
Classroom Applications of Vygotsky’s Sociocultural Theory
Introduction
Cognitive development in children and its impact on classroom learning have been
explained from diverse of points of view by a number of theories. The main constructs of
sociocultural theory rest on social experiences and interaction set in the framework of culture, as
they influence learning and, therefore, cognitive development. Lev Vygotsky, the father of
sociocultural theory, based these ideas on his experiences and observations as a classroom
teacher further extending his theory with research studies that included observation as well as
testing (Mooney, 2000). However, Vygotsky died at the young age of 38 before many of his
theories were fully developed. Still, his thoughts on cognitive development and learning continue
to be a major influence in education today and are the foundation for many teaching strategies
(Mooney, 2000; Ormrod, 2014; Wertsch & Tulviste, 1992).
Summary of Theory
Sociocultural theory provides a multifaceted view of learning and cognitive development.
Vygotsky’s analysis of the interdependence of cognitive development and learning is central to
sociocultural theory. According to Vygotsky (1978), “although learning is directly related to the
course of child development, the two are never accomplished in equal measure or in parallel” (p.
35). While cognitive development and learning occur concurrently, building on each other, they
do not always occur at the same rate. This led to the discovery of a key aspect of Vygotsky’s
theory, the Zone of Proximal Development (ZPD).
The ZPD is a range of an individual’s ability to complete tasks starting with actual
development, as measured by tasks completed independently, through potential development, as
measured by tasks completed successfully with some assistance (Mooney, 2000; Ormrod, 2014;
CLASSROOM APPLICATIONS OF VYGOTSKY 3
Vygotsky, 1978). Vygotsky (1978) discovered this by observing that children of the same age
could complete similarly complex tasks independently placing them at the same level of actual
development. Though, the same students differed in the level of complexity of tasks that could
be completed with some adult assistance (Vygotsky, 1978). Thus, children with similar levels of
actual development can have greatly varied levels of potential development.
This space in between actual development and the upper limit of potential development is
where learning happens and cognitive growth is stimulated. Working in the ZPD is important
because ...
Running head CLASSROOM APPLICATIONS OF VYGOTSKY .docxtodd271
Running head: CLASSROOM APPLICATIONS OF VYGOTSKY 1
Classroom Applications of Vygotsky’s Sociocultural Theory
Your Name Here
Austin Peay State University
CLASSROOM APPLICATIONS OF VYGOTSKY 2
Classroom Applications of Vygotsky’s Sociocultural Theory
Introduction
Cognitive development in children and its impact on classroom learning have been
explained from diverse of points of view by a number of theories. The main constructs of
sociocultural theory rest on social experiences and interaction set in the framework of culture, as
they influence learning and, therefore, cognitive development. Lev Vygotsky, the father of
sociocultural theory, based these ideas on his experiences and observations as a classroom
teacher further extending his theory with research studies that included observation as well as
testing (Mooney, 2000). However, Vygotsky died at the young age of 38 before many of his
theories were fully developed. Still, his thoughts on cognitive development and learning continue
to be a major influence in education today and are the foundation for many teaching strategies
(Mooney, 2000; Ormrod, 2014; Wertsch & Tulviste, 1992).
Summary of Theory
Sociocultural theory provides a multifaceted view of learning and cognitive development.
Vygotsky’s analysis of the interdependence of cognitive development and learning is central to
sociocultural theory. According to Vygotsky (1978), “although learning is directly related to the
course of child development, the two are never accomplished in equal measure or in parallel” (p.
35). While cognitive development and learning occur concurrently, building on each other, they
do not always occur at the same rate. This led to the discovery of a key aspect of Vygotsky’s
theory, the Zone of Proximal Development (ZPD).
The ZPD is a range of an individual’s ability to complete tasks starting with actual
development, as measured by tasks completed independently, through potential development, as
measured by tasks completed successfully with some assistance (Mooney, 2000; Ormrod, 2014;
CLASSROOM APPLICATIONS OF VYGOTSKY 3
Vygotsky, 1978). Vygotsky (1978) discovered this by observing that children of the same age
could complete similarly complex tasks independently placing them at the same level of actual
development. Though, the same students differed in the level of complexity of tasks that could
be completed with some adult assistance (Vygotsky, 1978). Thus, children with similar levels of
actual development can have greatly varied levels of potential development.
This space in between actual development and the upper limit of potential development is
where learning happens and cognitive growth is stimulated. Working in the ZPD is important
because.
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.
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.
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2. WHO WAS LEV VYGOTSKY?
Lev Vygotsky was born in Russia in 1896.
He died at the young age of 37 from
tuberculosis.
Due to his early death, most of his theories
were left undeveloped.
His work in the last 10 years of his life has
become the foundation of much research
and theory in cognitive development.
https://www.youtube.com/watch?v=M4cYu1XRuFQ
3. SOCIAL DEVELOPMENT THEORY :
Social interaction:
•Affects the learning process in an individual.
•Creates consciousness and awareness upon the individual.
The major theme of Vygotsky's theoretical framework is that social interaction
plays a fundamental role in the development of cognition.
He believed that the social interactions that children engaged in helped them to
both discover and create meaning from the things that they discover.
4. MAJOR THEMES ON THIS THEORY
1. “Role of Social Interaction in Cognitive
Development”
2. More Knowledgable Other (MKO)
3. Zone of Proximal Development (ZPD)
4. Scaffolding
5. 1. ROLE OF SOCIAL INTERACTION IN
COGNITIVE DEVELOPMENT: LANGUAGE
Language plays a central
role in mental
development
Language is the main
means by which adults
transmit information to
children
Language itself becomes a
very powerful tool of
intellectual adaptation
6. 1. ROLE OF SOCIAL INTERACTION IN
COGNITIVE DEVELOPMENT: LANGUAGE
Vygotsky believed that language was the most important tool that human could
utilize. Vygotsky believed that there are three forms of language, as outlined
below. .
Social Speech
External communication that people use to talk with other people. (Age 2)
Private Speech
Internal communication that a person directs to themselves. It serves an
intellectual function. (Age 3).
Silent Inner Speech
Private speech diminishes in its audibility until it become a self-regulating
function. (Age 7).
7.
8. 2. MORE KNOWLEDGEABLE OTHER (MKO)
Normally, when we think of an MKO we refer to an older adult, a teacher or
an expert. The traditional MKO is an older person; however, MKOs could
also refer to our friends, younger people and even electronic devices like
computers and cell phones. For instance, you learn how to skate because
your daughter taught you this skill.
Parents
Teachers
Peers
Electric devices
Videos
The MKO is any person who has a higher level of ability or understanding
than the learner in certain topic.
CoachesChildren
9. 3. ZONE OF PROXIMAL DEVELOPMENT (ZPD)
• The zone of proximal development is the area of
learning that a more knowledgeable other (MKO)
assists the student in developing a higher level of
learning.
• The goal is for the facilitator (MKO) to be less
involved as the student develops the necessary
skills.
• Vygotsky describes it as “the distance between the
actual development level as determined by
independent problem solving and the level of
potential development as determined through
problem solving under adult guidance or in
collaboration with more capable peers” (Vygotsky,
1978).
10.
11.
12. ORIGINS OF ZPD
He believed that children would not advance very far if they were left to discover
everything on their own (maths & writing). Vygotsky noted that good teachers should
present material that is too difficult and “pull the students along.”
He argued that, rather than examining what a student knows to determine
intelligence, it is better to examine his or her ability to solve problems independently
and his or her ability to solve problems with an adult's help
New concept:
The zone of proximal development is an area of learning that occurs
when a person is assisted by a teacher or peer with a skill set
higher than that of the subject. The person learning the
skill set cannot complete it without the assistance of the
teacher or peer. The teacher then helps the student
attain the skill the student is trying to master, in hopes
that the teacher will no longer be needed for that task.
15. When scaffolding, the MKO becomes a supportive tool for the
student in the zone of proximal development.
It provides support
It functions as a tool
It extends the range of the worker
It allows to accomplish a task otherwise impossible
It is used selectively, when needed
16. 4. SCAFFOLDING
Vygotsky defined
scaffolding instruction as
the “role of teachers and
others in supporting the
learners development
and providing support
structures to get to that
next stage or level”
(Raymond, 2000).
Teachers provide
scaffolds so that the
learner can accomplish
certain tasks they would
otherwise not be able to
accomplish on their own
(Bransford, Brown, &
Cocking, 2000).
The goal of the educator
is for the student to
become an independent
learner and problem
solver (Hartman, 2002).
17.
18. HOW CAN WE PRACTICALLY APPLY VYGOTSKY’S
THEORIES TO OUR EVERYDAY CLASSROOMS?
19. A) PHYSICAL ARRANGEMENT
IN THE CLASSROOM
Arrange student desks in
clusters.
Arrange other work spaces for
peer instruction, collaboration,
and small group instruction.
This promotes language, social
interaction and learning from
others.
21. Use props to illustrate each of the four skills to be practiced:
summarizing, clarifying, questioning, and predicting.
Have students buddy read and practicing using the reciprocal
strategies.
The teacher should act as a facilitator and help
and help the student achieve the zone of proximal
development through all possible means.
C) RECIPROCAL STRATEGIES
22. D) LESSON CONTENT
Create lessons that engage
student interest and give them a
basis for language when socially
interacting.
Use technology and hands on
activities to further engage them
in learning.
23. Vygotsky did not do
empirical work to
validate his findings
instead relying on
observation and testing.
Social interaction is
central to Vygotsky.
However, he did not say
what types of social
interaction are best for
learning.
CRITICS TO HIS THEORY:
Some children, regardless of how much help is given by
others, may still develop at a slower rate cognitively.
This suggests that there are other factors involved such
as genetics, that Vygotsky never included in his papers.
24. CRITICS TO HIS THEORY: Vagueness of Zone
of Proximal
DevelopmentThe width of children's
zones doesn't provide an
accurate picture of their
learning ability, style of
learning, or current level of
development.
Sometimes, the zone was measured in terms of
age.
6 years old of actual level of functioning
9 years old of potential level of functioning
This could be said to have a zone of 3 years.
However, it cannot be assumed that the
difference of 3 years between ages 2 and 5 is
equal to that between ages 6 and 9.
Is a child's zone for one domain
equal across all domains? Does
the size of a child's zone change
over time? Is guided participation
from adults necessary or only
helpful for development?
25. BIBLIOGRAPHY
• Bransford, J., Brown, A., & Cocking, R. (2000). How People Learn:
Brain, Mind, and Experience & School. Washington, DC: National
Academy Press.
• Hartman, H. (2002). Scaffolding & Cooperative Learning. Human
Learning and Instruction (pp. 23-69). New York: City College of City
University of New York.
• McLeod, S. (2007). Simply Psychology; Retrieved May 9, 2015, from
http://www.simplepsychology.org/vygotsky.html
• Raymond, E. (2000). Cognitive Characteristics. Learners with Mild
Disabilities (pp. 169-201). Needham Heights, MA: Allyn & Bacon, A
Pearson Education Company.
• Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard
University Press.