Vygotsky's Theory of Cognitive Developmet (Simple Outline Presentation)
•Download as PPTX, PDF•
1 like•866 views
Lev Vygotsky was a Soviet psychologist known for his sociocultural theory of cognitive development, which emphasized how social interaction and culture impact cognitive development. He is renowned for concepts like 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, and the more knowledgeable other, someone with more understanding to help the learner. Vygotsky founded the Vygotsky Circle to research cultural-historical psychology focused on how social learning precedes development.
Report
Share
Report
Share
Recommended
Cognitive Approaches to Learning:Socio-cultural theory by Lev Vygotsky
Lev Vygotsky was a Russian psychologist known for his sociocultural theory of cognitive development. He believed that cognitive development occurs through social interaction and language. According to Vygotsky, higher mental functions develop from lower mental functions and are mediated by tools and signs from a culture, including language, which allows internalization of cognitive processes. A key concept is the Zone of Proximal Development, defined as the difference between what a learner can do independently and what they can do with guidance and collaboration, highlighting the role of social learning.
Managing children’s behaviour
This document discusses psychodynamic theory and social constructivism theory and how they relate to managing children's behavior in educational settings. Psychodynamic theory proposes that personality consists of the id, ego, and superego, and that children progress through psychosexual development stages. Educators can apply this by providing activities to satisfy children's ids, giving simple instructions to support their egos, and teaching morality. Social constructivism posits that social learning precedes development. Key concepts include the more knowledgeable other, the zone of proximal development, and scaffolding instruction to support learning within a child's zone of proximal development. Both theories can inform positive behavior management in classrooms.
Lev vygotsky
Lev Vygotsky developed sociocultural theory, which posits that social interaction and culture are fundamental to cognitive development. He introduced the concept of the zone of proximal development (ZPD), defined as the difference between what a learner can do independently and what they can do with guidance from a more knowledgeable other. Within the ZPD, scaffolding provides different levels of support to help the learner achieve tasks they could not do alone. Vygotsky also believed that private speech becomes internalized thinking, laying the foundation for higher-order cognition.
Vygotsky\'s Theory of Cognitive Development
Lev Vygotsky believed that cognitive development is primarily shaped by social and cultural factors. He rejected the idea of fixed developmental stages and instead focused on the mechanisms that drive development. Vygotsky argued that higher mental functions originate through social interactions and language use before becoming internalized. A key concept is the Zone of Proximal Development, which represents the gap between what a child can do independently and what they can do with guidance. Within the ZPD, instruction can promote cognitive growth.
Lev Vygotsky’s Socio-Cultural Theory of Cognitive development
How do social interactions and language embedded within the cultural context influenced the cognitive development of an individual?
Vygotsky’s social interaction theory
Lev Vygotsky was a Russian psychologist born in 1896 who developed the Social Interaction Theory. He believed that social interaction and language play fundamental roles in cognitive development. Children first develop skills and knowledge through social interaction, then internalize them. Vygotsky emphasized that learning leads development within the Zone of Proximal Development, which is the level of potential development through problem-solving guidance from others. Within the ZPD, "scaffolding" enables individuals to achieve more with assistance than alone, transferring intermental learning to intramental development.
Jerome Brunner Theoretical Concepts- Bushra Ghaus
This document provides biographical information about Jerome Bruner, an influential 20th century psychologist, and summarizes some of the key ideas from his book "In Search of Pedagogy Volume 1". Bruner made important contributions to understanding human cognition and education. The book selections reflect Bruner's interest in how humans acquire and use coding systems, the role of instruction in learning, and the development of thinking skills from childhood through maturity within a cultural context.
Vygotsky’s Constructivist Theory
It has been discussed about social constructivism according to Vygotsky and also ZPD, Scaffolding, MKO and Language internalisation etc.
Recommended
Cognitive Approaches to Learning:Socio-cultural theory by Lev Vygotsky
Lev Vygotsky was a Russian psychologist known for his sociocultural theory of cognitive development. He believed that cognitive development occurs through social interaction and language. According to Vygotsky, higher mental functions develop from lower mental functions and are mediated by tools and signs from a culture, including language, which allows internalization of cognitive processes. A key concept is the Zone of Proximal Development, defined as the difference between what a learner can do independently and what they can do with guidance and collaboration, highlighting the role of social learning.
Managing children’s behaviour
This document discusses psychodynamic theory and social constructivism theory and how they relate to managing children's behavior in educational settings. Psychodynamic theory proposes that personality consists of the id, ego, and superego, and that children progress through psychosexual development stages. Educators can apply this by providing activities to satisfy children's ids, giving simple instructions to support their egos, and teaching morality. Social constructivism posits that social learning precedes development. Key concepts include the more knowledgeable other, the zone of proximal development, and scaffolding instruction to support learning within a child's zone of proximal development. Both theories can inform positive behavior management in classrooms.
Lev vygotsky
Lev Vygotsky developed sociocultural theory, which posits that social interaction and culture are fundamental to cognitive development. He introduced the concept of the zone of proximal development (ZPD), defined as the difference between what a learner can do independently and what they can do with guidance from a more knowledgeable other. Within the ZPD, scaffolding provides different levels of support to help the learner achieve tasks they could not do alone. Vygotsky also believed that private speech becomes internalized thinking, laying the foundation for higher-order cognition.
Vygotsky\'s Theory of Cognitive Development
Lev Vygotsky believed that cognitive development is primarily shaped by social and cultural factors. He rejected the idea of fixed developmental stages and instead focused on the mechanisms that drive development. Vygotsky argued that higher mental functions originate through social interactions and language use before becoming internalized. A key concept is the Zone of Proximal Development, which represents the gap between what a child can do independently and what they can do with guidance. Within the ZPD, instruction can promote cognitive growth.
Lev Vygotsky’s Socio-Cultural Theory of Cognitive development
How do social interactions and language embedded within the cultural context influenced the cognitive development of an individual?
Vygotsky’s social interaction theory
Lev Vygotsky was a Russian psychologist born in 1896 who developed the Social Interaction Theory. He believed that social interaction and language play fundamental roles in cognitive development. Children first develop skills and knowledge through social interaction, then internalize them. Vygotsky emphasized that learning leads development within the Zone of Proximal Development, which is the level of potential development through problem-solving guidance from others. Within the ZPD, "scaffolding" enables individuals to achieve more with assistance than alone, transferring intermental learning to intramental development.
Jerome Brunner Theoretical Concepts- Bushra Ghaus
This document provides biographical information about Jerome Bruner, an influential 20th century psychologist, and summarizes some of the key ideas from his book "In Search of Pedagogy Volume 1". Bruner made important contributions to understanding human cognition and education. The book selections reflect Bruner's interest in how humans acquire and use coding systems, the role of instruction in learning, and the development of thinking skills from childhood through maturity within a cultural context.
Vygotsky’s Constructivist Theory
It has been discussed about social constructivism according to Vygotsky and also ZPD, Scaffolding, MKO and Language internalisation etc.
Ways of seeing
This document discusses three eras in applied linguistics research methodologies: the invisible learner era, the learner-centered era, and the person-centered era. It summarizes how approaches have shifted from a focus on linguistics and classroom teaching, to scrutinizing individual learners as abstract variables, to emphasizing learners' social contexts, agency, and identities. The social turn in applied linguistics recognizes language learning as embedded in intricate social interactions, involving learners' personal backgrounds and motivations within wider social networks. The document also questions whether critiques of individualism have gone too far and discusses relationships between theory and methodology.
Socio cultural perspective
This document provides an overview of the socio-cultural perspective in psychology. It discusses how an individual's behavior and mental processes are shaped by their social and cultural environment, including factors like race, gender, and nationality. The document specifically discusses Lev Vygotsky's cultural-historical psychology theory, which focuses on how aspects of culture are transmitted between generations through social interaction and language. Vygotsky believed that social learning within an individual's "zone of proximal development" allows them to acquire skills and knowledge relevant to their particular society or culture.
Online Presentation Nyathi.pptx
Sociocultural theory proposes that social interaction and cultural beliefs strongly influence cognitive development. Lev Vygotsky argued that learning occurs through interactions with others in social contexts, and that culture plays an important role in knowledge acquisition. According to sociocultural theory, human cognitive development can only be understood in relation to the social and cultural context in which it occurs, as social and cultural mediators are prominent in cognitive development.
Vygotsky / Constructivist Theory
Social Development Theory was developed by Soviet psychologist Lev Vygotsky. He believed that social interaction and culture play a key role in cognitive development. Vygotsky focused on how language and interactions with more knowledgeable others in a child's zone of proximal development can aid learning. Some strategies that implement his ideas include scaffolding, reciprocal teaching, and guided instruction where students work together and share problem solving approaches. While it is not specific to any subject, Social Development Theory emphasizes how social and cultural experiences shape thinking skills and understanding through interactions between peers and more experienced individuals.
Lev vygotsky Theory of Development & Contribution to Educational Instructions
Lev Vygotsky was a Russian psychologist who developed the theory of social development. He believed that social interaction and culture strongly influence cognitive development. Vygotsky placed importance on the more knowledgeable other and the zone of proximal development. He argued that learning occurs on two levels: first through social interaction, then integrated into the individual's mental functions. Vygotsky's theories emphasize how culture shapes children's learning and development.
Lev vygotsky
Lev Vygotsky was a Russian psychologist born in 1896 who developed sociocultural theory. He believed that social interaction and culture play a key role in cognitive development. Vygotsky studied law but later taught science and collaborated with other psychologists. His theories of the zone of proximal development and scaffolding emphasize guided learning from more knowledgeable others. Vygotsky argued that higher mental functions develop through social interaction and are culturally mediated rather than genetically determined.
Social Development Theory
Vygotsky placed emphasis on social contributions to development and the connections between people and their social context. He introduced the concept of the zone of proximal development, which is the distance between what a learner can do independently and with guidance. Within the zone of proximal development, scaffolding and reciprocal teaching can help students learn. Vygotsky challenged traditional teaching methods and argued for a more collaborative social approach where the teacher and students have shared roles.
Sifakis serres-differentiated instr
This document summarizes a presentation given by Dr. Nicos C. Sifakis on differentiated instruction. It provides general resources for finding reading materials at varied difficulty levels, including websites that allow searching for leveled books and analyzing text readability. It also lists some online resources for assigning spelling practice tailored to students' proficiency levels, such as spelling games and software with features for supporting invented spelling. The presentation aims to provide teachers with materials and strategies for differentiating instruction to meet students' individual needs.
00 facilitating learning schools of psychology
This document discusses four major schools of psychology that aim to explain the learning process: behaviorism, cognitivism, social constructivism, and social cognitivism. Behaviorism, as defined by B.F. Skinner, views learning as responses to stimuli in one's environment. Cognitivism, per Jean Piaget, focuses on the development of intelligence through mental classifications. Social constructivism, from Lev Vygotsky, sees learning occurring through social interaction and language. Finally, Albert Bandura's social cognitivism emphasizes cognitive processes in acquiring skills through observation.
Lev
Lev Vygotsky (1896-1934) was a Russian psychologist who developed the sociocultural theory of cognitive development, which emphasized how social interaction and culture impact cognitive development. Some of Vygotsky's key ideas included social constructivism, the role of language in development, the zone of proximal development, and scaffolding. Although his work was banned in the USSR, it gained prominence in the West in the 1960s and influenced theories of education.
Vygotsky's Socio-cultural Theory
This includes the biography of Vygotsky and his thoery on Socio-culture and Zone of Proximal Development.
Note 02
Lev Vygotsky proposed the theory of social constructivism, which posits that learning is a social and communicative process that occurs within cultural and social contexts. According to Vygotsky, knowledge is constructed through interactions and language plays a central role in mental development, as children use language to mediate their social experiences and construct understanding. A key concept is the Zone of Proximal Development, which describes a child's potential for development when aided by a More Knowledgeable Other such as a teacher or peer, through scaffolding within the child's zone of current and potential ability.
Children's stages of development report
The document summarizes several theories of children's cognitive and artistic development:
- Piaget's theory outlines four stages of cognitive development from infancy to adulthood. Vygotsky's sociocultural theory emphasizes the role of social learning and the zone of proximal development.
- Parsons and Lowenfeld describe stages in artistic development from early scribbles and shapes to increased realism, expression, style, and eventually artistic autonomy.
- Studying child development helps teachers understand how children learn and find effective strategies to support their growth. The role of teachers is to create stimulating environments that promote cognitive processes.
Berger Ls 7e Ch 9
This document summarizes Piaget and Vygotsky's theories of cognitive development in early childhood. It discusses Piaget's view of the preoperational stage from ages 2 to 7, including obstacles to logical thinking like centration and egocentrism. Vygotsky believed social learning was important, with children learning from more skilled members. The document also covers language development, children's theory of mind, and approaches to early childhood education.
Chapter 9
This document discusses cognitive development in early childhood from ages 2 to 6. It covers Piaget and Vygotsky's theories of cognitive development, including Piaget's stages of preoperational thinking and obstacles to logical operations. Vygotsky's perspective on social learning and scaffolding is also discussed. The document then covers children's theories of mind, understanding of belief vs. reality, and language development including vocabulary, grammar, and bilingualism. Finally, it briefly discusses different approaches to early childhood education.
Bceduc8 p15 session 3
This document provides an overview of the key topics and activities covered in Lesson Plan Session 3 of an education course. It includes discussions of Dewey's theories on constructivism and social control vs individual freedom. Students presented oral chronicles and discussed passages from Dewey. The document outlines how narrative inquiry connects Dewey's experience criteria with Connelly and Clandinin's commonplaces of temporality, sociality, and place. It provides guidance for students' field placement observations, focusing on Schwab's four commonplaces and using a narrative lens. The session concluded with an overview of topics to be covered next week.
Vygotsky ppt.pptx
Lev Vygotsky was a Russian psychologist who developed the sociocultural theory of cognitive development. He believed that social interaction and cultural factors strongly influence cognitive development. According to Vygotsky, children can develop skills and strategies through interactions with more knowledgeable others within their zone of proximal development, which is the difference between what a child can do independently and what they can do with guidance and encouragement from others. Vygotsky's theory emphasizes how language and social learning contribute to cognitive development.
MMMAED-POWERPOINT.pptx
The sociocultural perspective emphasizes the important role that mentors like parents and teachers play in shaping child development. Lev Vygotsky's work in the early 20th century established the foundation of sociocultural theory, which views cognitive development as occurring through social interactions within cultural contexts. According to Vygotsky, language acquisition stems from social interactions and guided learning aided by those in more knowledgeable positions. He asserted that culture influences cognitive development and that skills are acquired in a child's zone of proximal development through collaboration. Vygotsky's theories on language development, inner speech, private speech, and the role of culture revolutionized the field.
Constructivist Approach presentation1.pptx
This document provides an overview of the constructivist approach to teaching and learning. It discusses two main theories within constructivism: cognitive constructivism based on Jean Piaget's work, and social constructivism based on Lev Vygotsky. Cognitive constructivism focuses on how children actively construct knowledge based on their mental processes and existing cognitive structures. Social constructivism emphasizes how learning is a collaborative process influenced by culture, society, and social interaction. A key concept in social constructivism is Vygotsky's zone of proximal development and scaffolding.
Chapter 9 (Psych 41)Pdf
The document discusses cognitive development in early childhood from ages 2 to 6 based on the theories of Piaget and Vygotsky, including the remarkable advances children make in language and thought during this period. It also covers topics like children's theories of mind, the importance of language development and social contexts for learning, and trends in early childhood education programs.
More Related Content
Similar to Vygotsky's Theory of Cognitive Developmet (Simple Outline Presentation)
Ways of seeing
This document discusses three eras in applied linguistics research methodologies: the invisible learner era, the learner-centered era, and the person-centered era. It summarizes how approaches have shifted from a focus on linguistics and classroom teaching, to scrutinizing individual learners as abstract variables, to emphasizing learners' social contexts, agency, and identities. The social turn in applied linguistics recognizes language learning as embedded in intricate social interactions, involving learners' personal backgrounds and motivations within wider social networks. The document also questions whether critiques of individualism have gone too far and discusses relationships between theory and methodology.
Socio cultural perspective
This document provides an overview of the socio-cultural perspective in psychology. It discusses how an individual's behavior and mental processes are shaped by their social and cultural environment, including factors like race, gender, and nationality. The document specifically discusses Lev Vygotsky's cultural-historical psychology theory, which focuses on how aspects of culture are transmitted between generations through social interaction and language. Vygotsky believed that social learning within an individual's "zone of proximal development" allows them to acquire skills and knowledge relevant to their particular society or culture.
Online Presentation Nyathi.pptx
Sociocultural theory proposes that social interaction and cultural beliefs strongly influence cognitive development. Lev Vygotsky argued that learning occurs through interactions with others in social contexts, and that culture plays an important role in knowledge acquisition. According to sociocultural theory, human cognitive development can only be understood in relation to the social and cultural context in which it occurs, as social and cultural mediators are prominent in cognitive development.
Vygotsky / Constructivist Theory
Social Development Theory was developed by Soviet psychologist Lev Vygotsky. He believed that social interaction and culture play a key role in cognitive development. Vygotsky focused on how language and interactions with more knowledgeable others in a child's zone of proximal development can aid learning. Some strategies that implement his ideas include scaffolding, reciprocal teaching, and guided instruction where students work together and share problem solving approaches. While it is not specific to any subject, Social Development Theory emphasizes how social and cultural experiences shape thinking skills and understanding through interactions between peers and more experienced individuals.
Lev vygotsky Theory of Development & Contribution to Educational Instructions
Lev Vygotsky was a Russian psychologist who developed the theory of social development. He believed that social interaction and culture strongly influence cognitive development. Vygotsky placed importance on the more knowledgeable other and the zone of proximal development. He argued that learning occurs on two levels: first through social interaction, then integrated into the individual's mental functions. Vygotsky's theories emphasize how culture shapes children's learning and development.
Lev vygotsky
Lev Vygotsky was a Russian psychologist born in 1896 who developed sociocultural theory. He believed that social interaction and culture play a key role in cognitive development. Vygotsky studied law but later taught science and collaborated with other psychologists. His theories of the zone of proximal development and scaffolding emphasize guided learning from more knowledgeable others. Vygotsky argued that higher mental functions develop through social interaction and are culturally mediated rather than genetically determined.
Social Development Theory
Vygotsky placed emphasis on social contributions to development and the connections between people and their social context. He introduced the concept of the zone of proximal development, which is the distance between what a learner can do independently and with guidance. Within the zone of proximal development, scaffolding and reciprocal teaching can help students learn. Vygotsky challenged traditional teaching methods and argued for a more collaborative social approach where the teacher and students have shared roles.
Sifakis serres-differentiated instr
This document summarizes a presentation given by Dr. Nicos C. Sifakis on differentiated instruction. It provides general resources for finding reading materials at varied difficulty levels, including websites that allow searching for leveled books and analyzing text readability. It also lists some online resources for assigning spelling practice tailored to students' proficiency levels, such as spelling games and software with features for supporting invented spelling. The presentation aims to provide teachers with materials and strategies for differentiating instruction to meet students' individual needs.
00 facilitating learning schools of psychology
This document discusses four major schools of psychology that aim to explain the learning process: behaviorism, cognitivism, social constructivism, and social cognitivism. Behaviorism, as defined by B.F. Skinner, views learning as responses to stimuli in one's environment. Cognitivism, per Jean Piaget, focuses on the development of intelligence through mental classifications. Social constructivism, from Lev Vygotsky, sees learning occurring through social interaction and language. Finally, Albert Bandura's social cognitivism emphasizes cognitive processes in acquiring skills through observation.
Lev
Lev Vygotsky (1896-1934) was a Russian psychologist who developed the sociocultural theory of cognitive development, which emphasized how social interaction and culture impact cognitive development. Some of Vygotsky's key ideas included social constructivism, the role of language in development, the zone of proximal development, and scaffolding. Although his work was banned in the USSR, it gained prominence in the West in the 1960s and influenced theories of education.
Vygotsky's Socio-cultural Theory
This includes the biography of Vygotsky and his thoery on Socio-culture and Zone of Proximal Development.
Note 02
Lev Vygotsky proposed the theory of social constructivism, which posits that learning is a social and communicative process that occurs within cultural and social contexts. According to Vygotsky, knowledge is constructed through interactions and language plays a central role in mental development, as children use language to mediate their social experiences and construct understanding. A key concept is the Zone of Proximal Development, which describes a child's potential for development when aided by a More Knowledgeable Other such as a teacher or peer, through scaffolding within the child's zone of current and potential ability.
Children's stages of development report
The document summarizes several theories of children's cognitive and artistic development:
- Piaget's theory outlines four stages of cognitive development from infancy to adulthood. Vygotsky's sociocultural theory emphasizes the role of social learning and the zone of proximal development.
- Parsons and Lowenfeld describe stages in artistic development from early scribbles and shapes to increased realism, expression, style, and eventually artistic autonomy.
- Studying child development helps teachers understand how children learn and find effective strategies to support their growth. The role of teachers is to create stimulating environments that promote cognitive processes.
Berger Ls 7e Ch 9
This document summarizes Piaget and Vygotsky's theories of cognitive development in early childhood. It discusses Piaget's view of the preoperational stage from ages 2 to 7, including obstacles to logical thinking like centration and egocentrism. Vygotsky believed social learning was important, with children learning from more skilled members. The document also covers language development, children's theory of mind, and approaches to early childhood education.
Chapter 9
This document discusses cognitive development in early childhood from ages 2 to 6. It covers Piaget and Vygotsky's theories of cognitive development, including Piaget's stages of preoperational thinking and obstacles to logical operations. Vygotsky's perspective on social learning and scaffolding is also discussed. The document then covers children's theories of mind, understanding of belief vs. reality, and language development including vocabulary, grammar, and bilingualism. Finally, it briefly discusses different approaches to early childhood education.
Bceduc8 p15 session 3
This document provides an overview of the key topics and activities covered in Lesson Plan Session 3 of an education course. It includes discussions of Dewey's theories on constructivism and social control vs individual freedom. Students presented oral chronicles and discussed passages from Dewey. The document outlines how narrative inquiry connects Dewey's experience criteria with Connelly and Clandinin's commonplaces of temporality, sociality, and place. It provides guidance for students' field placement observations, focusing on Schwab's four commonplaces and using a narrative lens. The session concluded with an overview of topics to be covered next week.
Vygotsky ppt.pptx
Lev Vygotsky was a Russian psychologist who developed the sociocultural theory of cognitive development. He believed that social interaction and cultural factors strongly influence cognitive development. According to Vygotsky, children can develop skills and strategies through interactions with more knowledgeable others within their zone of proximal development, which is the difference between what a child can do independently and what they can do with guidance and encouragement from others. Vygotsky's theory emphasizes how language and social learning contribute to cognitive development.
MMMAED-POWERPOINT.pptx
The sociocultural perspective emphasizes the important role that mentors like parents and teachers play in shaping child development. Lev Vygotsky's work in the early 20th century established the foundation of sociocultural theory, which views cognitive development as occurring through social interactions within cultural contexts. According to Vygotsky, language acquisition stems from social interactions and guided learning aided by those in more knowledgeable positions. He asserted that culture influences cognitive development and that skills are acquired in a child's zone of proximal development through collaboration. Vygotsky's theories on language development, inner speech, private speech, and the role of culture revolutionized the field.
Constructivist Approach presentation1.pptx
This document provides an overview of the constructivist approach to teaching and learning. It discusses two main theories within constructivism: cognitive constructivism based on Jean Piaget's work, and social constructivism based on Lev Vygotsky. Cognitive constructivism focuses on how children actively construct knowledge based on their mental processes and existing cognitive structures. Social constructivism emphasizes how learning is a collaborative process influenced by culture, society, and social interaction. A key concept in social constructivism is Vygotsky's zone of proximal development and scaffolding.
Chapter 9 (Psych 41)Pdf
The document discusses cognitive development in early childhood from ages 2 to 6 based on the theories of Piaget and Vygotsky, including the remarkable advances children make in language and thought during this period. It also covers topics like children's theories of mind, the importance of language development and social contexts for learning, and trends in early childhood education programs.
Similar to Vygotsky's Theory of Cognitive Developmet (Simple Outline Presentation) (20)
Lev vygotsky Theory of Development & Contribution to Educational Instructions
Lev vygotsky Theory of Development & Contribution to Educational Instructions
Recently uploaded
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcExecutive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Recently uploaded (20)
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Vygotsky's Theory of Cognitive Developmet (Simple Outline Presentation)
- 2. November 17, 1896 - June 11, 1934 • Soviet Belarussian Psychologist • Cultural-Historical Psychology • Vygotsky Circle •Socio-Cultural Perspective
- 3. Major themes: Social Interaction : • “Learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function." More Knowledgeable Other (MKO): • The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept.
- 4. • Zone of Proximal Development (ZPD): • The ZPD is the distance between a student’s ability to perform a task under adult guidance and/or with peer collaboration and the student’s ability solving the problem independently. • Features of ZPD: • Level 1 – Subjectivity • the process of two individuals begin a task with different understanding and eventually arrive at a shared understanding • Level 2 – Scaffolding • the process of guiding the learner from what is presently known to what is to be known.
Editor's Notes
- ZPD: changing the level of support to suit the cognitive potential of the child
- S: What child can do presentlySF : W/ the assistance of a more experienced one.