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-primary proponent
-states that social
interaction influences both language and cognitive development
(1962,1978).
Situated nearer to the center of the body or the point of attachment.
-suggests that social interaction can help students make cognitive breakthroughs.
-proposed that language and thought are separate and independent from each other until a child is approximately 2 years of age.
-after two years of age LANGUAGE and THOUGHT are interrelated.
As children begin to understand LANGUAGE,
they use language to reason.
LANGUAGE provides labels for the objects and events that children think about. These labels become pointers or containers for generalizations.
e.g.
a child can "point out" one object in the environment by using the word "window" and another with the word "cat".
A cat can also form generalization that "CATS LIKE TO SIT BY THE WINDOWS".
In this way, words become a crucial element for abstract conceptual development.
-view is supported by research indicating that children sometimes invent their own linguistic forms to help themselves grasp concepts.
1.Developing Learning Communities
2.Community of Learners Classroom
3.Collaborative Learning and Group Work
4.Discussion-based Learning (Socratic Questioning Methods)
http://jan.ucc.nau.edu/lsn/educator/edtech/learningtheorieswebsite/vygotsky.htm
http://www.simplypsychology.org/vygotsky.html
Child and Adolescent Development, Rosa Dematera Anonat, Ed.D
Vygotsky, L.S. (1962). Thought and Language. Cambridge MA: MIT Press.