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Social Development Theory of Lev Vygotsky
Transcript of Social Development Theory of Lev Vygotsky
Vygotsky's Beliefs and Theories
Children construct their knowledge
Development cannot be separated from its social context
Learning can lead to development
Language plays a central role in development
An Example of Lesson Plan Methods
The Zone of Proximal Development
The lesson consists of a range of tasks that can be to difficult for a child to master alone.
The tasks can be learned through teacher guidance and peer work with other students.
This is when the teacher adjusts the level of support as performance rises.
When a student is learning something new a teacher may take a direct approach to helping the student.
The more the student begins to comprehend means the less a teacher is needed to guide the student.
Language and Thought
Language and thought develop independently from one another.
All mental functions have external or social origins.
Children use speech for communication and to solve tasks.
The children use the language to plan, guide, and monitor behaviors.
Lev Vygotsky Believed that...
Show an Tell
Tap into prior knowledge
Give Time to talk
Pause, Ask Question, Pause, Review
Fish Bowl Activity
Who is Vygotsky?
Born November 17, 1896 and died June 11, 1934.
Vygotsky first lived in Orsha, Russia.
He graduate with a degree in law in 1917 from Moscow State University.
He began studying psychology in 1927 when attending the Institution of Psychology in Moscow.
The majority of his work focused on child development and education.
Theories that Relate to Human Growth and Child Development
Vygotsky's theories stress the fundamental role of social interaction in the development of cognitive growth. He believe strongly that community plays a central role in the development of "making meaning". Vygotsky argued "Learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function. In other words, social learning tends to proceed (i.e. come before) development.
Not specific about age related changes
These methods can be used in multiple grade levels
Did not describe how socioemotional capabilities contribute to cognitive development.
Over emphasizes the role of language
Collaboration and guidance may produce pitfalls
Vygotsky argued "Learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function. In other words, social learning tends to proceed (i.e. come before) development.
Vygotsky believes the young children are curious and actively involved in their own learning and the discovery and development of the new understanding /schema.
He also suggested that language is the most important tool for gaining this social knowledge ; the child can be taught this from other people via language. Vygotsky defined intelligence as "the capacity to learn from instruction", which emphases the fact there is a requirement for a more knowledgeable other person or "teacher".
1. What does Vygotsky's stress the fundamental social interaction is?
2. What is Scaffolding?
3. What is the age group Vygotsky focuses on?
4. Do you believe that this theory is outdated?
Dunn, S. G. (2005). Philosophical foundations of education: Connecting philosophy
to theory and practice. Upper Saddle River: Pearson.
Galant, M. (2003). Vygotsky’s cultural/cognitive theory of development. Retrieved from http://web.cortland.edu/andersmd/VYG/ZPD.HTML
Hausfather, S. (1996). Vygotsky and schooling: Creating a social context for learning. Retrieved from http://blogs.maryville.edu/sausfather/vita/vygotsky/
Schunk, D. H. (2012). Learning theories: An educational perspective. Boston: Pearson.
Created By: Melanie, Opey, and Sandy