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Child Language Acquisition - Vygotsky

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Ashley Hardy

on 23 November 2012

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Transcript of Child Language Acquisition - Vygotsky

Lev Vygotsky Who is Vygotsky? Psychologist Lev Vygotsky proposed that children learn through interactions with their surroundings. There are elements of socio-cultural perspectives which state that the cognitive development of children and adolescents is enhanged when they work in their 'ZPD' (Zone of Proximal Development). To reach the most profitable area of the 'ZPD', children require the help of competent individuals to support or 'scaffold' them as they learn new things. Vygotsky's Theory The zone of proximal development specifies what one person can do by themselves, whether they need support in the area of development, and what skill/application set they have when it comes to accomplishing a task. The ZPD Many people, both in and out of the soviet union, criticised Vygotksy's work due to its nature of requiring the interaction of society for children/adolescents to accept new ways of doing things through the use of the 'Zone of Proximal Development' which pushed children to learn new things while they can.

Those against the theory believed that the ZPD failed to show existence and that there was a lack of evidence to support the ZPD (whereas the ZPD has now been proven to exist). Challenges to the Theory Vygotsky identified a single, more dominant structure than that of Piaget. Vygotsky identified the single, most important developmental stage:

While this developmental stage is the significant and more dominant, Vygotsky failed to show importance of other factors such as emotional sequencing and the possibility of externalities effecting the compatibility of a particular development stage with the method of support. Critical Stages to the developmental theory The international bureau of education conducted a study about the implementation of the Vygotskian development approach in northern America. The results, they found, were positively conclusive.

They found that typically, the implementation of the Vygotskian theory in order to educate children on the language of their native origin, and the respective grammar rules.

What they found was quite extraordinary. They found that if following the Vygotskian theory of development, children increase academic performance by a minimum of 16%, which is quite significant for the younger ages. The theory has not been implemented permanently however, because the margin of increase isn't "economically viable". Vygotsky: Case Study Vgotsky's Cognitive Theory Lev Semyonovich Vygotsky was a Russion Psychologist. He was also the leader of the Vygotsky Circle.

He was born in Orsha, Byelorussia (Russian Empire, now Belarus) into a non-religious Jewish family.

Vygotsky studied law at the Moscow State University, and didn't become a physician until the late 1920's. http://www.ibe.unesco.org/publications/innodata/inno07.pdf "The Zone of Proximal Development" Team B: Ashley, Daine
(AKA Diane), Zoe and Mariyam Key Things
Remember Mind evolution is continuous Unlike Piaget (or Bruner), Vygotsky focused on the development on the
mind, rather than limiting his theory to single, distinguishable, development stages. Vygotsky rejected the single, abstract theories, such as equilibration, that can explain cognitive theories. Mind models the external world Piaget: Vygtosky: The external world models the mind He offered alternatives to Piaget's Constructivism Decontextualisation Deattaching a child from common/individual activies forces the brain to learn new hobbies, new techniques and new 'formulas' to contextualise a typical activity Learning, Development
and Instruction The only 'good' is positive instruction, the instruction that subconsciouslly forces constructivism The Pathway to Knowledge Scaffolding Ideas are reinforced - supported - enforced What is the ZPD?

What does it do?

What key elements of development did Vygotsky Identify?
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