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Child Language Acquisition - Vygotsky
Transcript of Child Language Acquisition - Vygotsky
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?