vygotsky’s theories
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BY:ARIF IZZUDIN BIN OTHMAN
FATIN FATINI BT M. DAELAMIFATIN AQILAH BT MOHD SUHAIMI
VYGOTSKY’S THEORIES
WHO IS VYGOTSKY?Lev Vygotsky was born in Russia in
1896.He died at the young age of 37
from tuberculosis.Due to his early death, most of his
theories were left undeveloped, although some of his writing being translated from Russian.
His work in the last 10 years of his life has become the foundation of much research and theory in cognitive development.
1896-1934
THE OVERVIEWS..
Social Interaction Influences Cognitive Development
Biological and Cultural Development do not occur in
Isolation
Language plays a major role in Cognitive Development
MAJOR THEMES IN VYGOTSKY’S THEORIES
FIRST MAJOR THEME
“Social interaction plays a fundamental role in the process of
cognitive development.”
Young children are curious and actively involved in their own learning and the discovery and
development of new understandings/schema.
Placed more emphasis on social contributions to the process of development.
Seeks to understand the actions or instructions provided by the
tutor (often the parent or teacher) then internalizes the information, using it to guide or regulate their
own performance.
Much important learning by the child occurs through social interaction with a skillful tutor.
EXAMPLESShaffer (1996) gives the example of a young girl who is given her first
jigsaw. Alone, she performs poorly in
attempting to solve the puzzle.
The father then sits with her and describes or
demonstrates some basic strategies and provides a
couple of pieces for the child to put together herself and offers encouragement
when she does so.
As the child becomes more competent, the
father allows the child to work more
independently.
SECOND MAJOR THEME
“The More Knowledgeable Other (MKO)”
Refers to someone who has a better understanding or a higher ability level than the learner, with respect to a particular task,
process, or concept.
Many times, a child's peers or an adult's children may be the
individuals with more knowledge or experience.
Electronic tutors have also been used in educational settings to
facilitate and guide students through the learning process. The key to
MKOs is that they must more knowledge about the topic being learned than the learner does.
The MKO need not be a person at all. Some
companies, to support employees in their learning
process, are now using electronic performance
support systems.
third MAJOR THEME
“The Zone of Proximal
Development (ZPD)”
The concept of the More Knowledgeable
Other (MKO) is integrally related to the
second important principle of Vygotsky's
work, the Zone of Proximal Development.
This is an important concept that relates
to the difference between what a child
can achieve independently and what a child can
achieve with guidance and encouragement
from a skilled partner.
ZONE OF PROXIMAL
DEVELOPMENT [ZPD]
Interaction with peers as an effective way of
developing skills and strategies. Suggested
that teachers use cooperative learning exercises where less competent children
develop with help from more skillful peers - within
the zone of proximal development.
The area where the most sensitive
instruction or guidance should be given -
allowing the child to develop skills they will then use on their own -
developing higher mental functions.
The zone His theory cantered around
the Zone of Proximal Development (ZPD):
"... the distance between the actual development level as determined by independent
problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers." (Vygotsky,
1978)A more capable peer/teachers
(MKO) may help learner accomplish task in the ZPD. What
learner can do independently falls within the Zone of Current Development (ZCD). As the ZPD decreases (less gray), the ZCD
increases (more white)
The ZPD is the “gray” gap between what a learner
can accomplish independently (in white)
and what a learner cannot do, even with assistance
black)
THE FOUR STAGES OF ZPD
FIRST STAGE
SECOND
STAGE
THIRD STAGE
FOURTH STAGE
THE FIRST STAGE
Take place when a child is first learning a new subject matter or skills and require help from someone with greater knowledge than his own.
The assisted child learns through a series of instrumental methods that include lectures, Q&A, problem solving and positive reinforcement. ASSISTED
PERFORMANCE
THE second STAGEAs a child gains understanding of
the new subject or skill, she moves into the second stage, in which she performs tasks without relying on the person who was assisting her.
She is confident enough to work through the task by herself, even if she makes occasional mistakes.
UNASSISTED PERFORMANCE
THE third STAGE
A student's knowledge reaches the point where performance is automatic and fully developed.
Any doubts are gone during this stage, and the student has internalized the skills necessary to perform the task with proficiency.
The student may resent the intrusion or advice of the expert now that he has fully developed his own level of expertise.
FULL INTERNALIZATION
THE Fourth STAGE
Occurs later in life when the student becomes an adult and loses the ability to perform at a proficient level.
Personal crisis, sudden trauma, gradual erosion of skills due to age, and major life changes.
It is an inevitable occurrence that requires individuals to regress to the beginning of the learning cycle to regain mastery.
DE - AUTOMATIZATION
EXAMPLE
Think of a child learning to tie his
shoe first, you show him how, then you talk him through it, usually with some
little memorable story about rabbit ears, loops or something
like that, and eventually…
The child is able to guide himself through
tying his shoes, usually repeating the story that you taught him. Meaning that the
interaction become internalized.
With practice, tasks become less difficult, so we no longer have to talk to ourselves through them. What
began as an interaction becomes an effortless, almost automatic behavior.
VYGOTSKY & LANGUAGE
According to Vygotsky (1962) language plays 2 critical roles in cognitive
development:
Language itself becomes a very powerful tool of
intellectual adaptation
It is the main means by which adults transmit info to
children
PRIVATE SPEECHVygotsky sees "private speech" as a means for children to plan
activities and strategies and therefore aid their
development. Language is therefore an accelerator to
thinking/understanding.Vygotsky believed that
language develops from social interactions, for communication
purposes. Later language ability becomes internalized as
thought and “inner speech”. Thought is the result of
language.
WHAT IS PRIVATE SPEECH?
Private speech is typically observed in children from about
two to seven years old. Private speech or "self-talk" is
observed speech spoken to oneself for communication,
self-guidance, and self-regulation of behavior. Private
speech is often thought to enhance the developing early
literacy skills and help to increase a child's task performance, success, and achievement.
THE END
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