lecture 11 may vygotsky

7/27/2019 Lecture 11 May Vygotsky

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Lev Vygotskys Social

Development TheoryGED1053 Cognitive Development


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Lev Vygotsky was born in Russia in 1896.

He died at the young age of 37 fromtuberculosis.

Due to his early death, most of histheories were left undeveloped.

His work in the last 10 years of his lifehas become the foundation of muchresearch and theory in cognitivedevelopment.

Who is Lev Vygotsky?


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Social Interaction InfluencesCognitive Development

Biological and CulturalDevelopment do not occur inIsolation

Language plays a major role inCognitive Development

Overview of Social Development Theory

Focuses on how cultural the values, beliefs,customs, and skills of a social group istransmitted to the next generation.


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Social Interaction

Cooperative dialogues between childern and moreknowledgeable members of society - is necessary forchildren to acquire the ways of thinking and behaving thatmake up of a community culture (Rowe & Wertch, 2002).

Children internalize the features of the dialogue guideown thought and actions and to acquire new skills (Berk &Harris, 2003).


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Engagement between the teacher and student

Physical space and arrangement in learning environment

Meaningful instruction in small or whole groups

Scaffolding/Reciprocal teaching strategies

Zone of Proximal Development

Areas were social interaction can

influence cognitive development


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Language and thinking

Rapid growth of language leads to profound change inthinking.

Social dialogue encourage children to master culturallyimportant tasks.

Children communicate with themselves and otherstransform mental capacities into uniquely human andcognitive processes.


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Children Private Speech (Seemingly) Piaget egocentrics speech declines in favor of

social speech through repeated disagreements with peers. Vygotskyss view foundation for all higher cognitive

processes, including controlled attention, deliberatememorization and recall, categorization, planning, problemsolving, abstract reasoning.

Inner speech - Children speak to themselves forself-guidance

Internal verbal dialogues we carry on while thinking and actingin everyday situation.

Children self-directed speech

With age changing to whispers and silent lips movement

Private speech increase during a challenging activities

Prolong period of private speech in children with learning andbehavior problem.


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What is the Zone of

Proximal Development?

The zone of proximal development is the areaof learning that a more knowledgeable other(MKO) assists the student in developing ahigher level of learning.

The goal is for the MKO to be less involved asthe student develops the necessary skills.

Vygotsky describes it as the distancebetween 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).


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How Adult help?Questioningprompting,Suggesting strategies

Intersubjectivity

Process whereby two participants who begin a task with

Different understandings arrive at a shared understanding.

parent-infant mutual gazeExchange ocal and emotional signalsImitationChildren create ZPD for one another

Joint play with objects

Dialogues with peersAffirm playmates message, new ideas


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Scaffolding

Vygotsky definedscaffolding instruction asthe role of teachers andothers in supporting the

learners developmentand providing supportstructures to get to thatnext stage or level

(Raymond, 2000).

Teachers providescaffolds so that thelearner can accomplishcertain tasks they would

otherwise not be able toaccomplish on their own(Bransford, Brown, & Cocking, 2000).

The goal of the educatoris for the student tobecome an independentlearner and problemsolver(Hartman, 2002).


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Motivate thechilds interest in

the task.

Break the taskdown into

manageable steps.

Provide somedirection to keepthe child focused.

Reduce factorsthat causefrustration.

Model and definethe expectations

of the activity.

Scaffolding Strategies


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Reciprocal Teaching

ReciprocalTeaching

Questioning

(Q & A)

Summarizing

(discussion)

Clarifying

(unfamiliar ideas)

Predicting

(upcomingcontent base

on clue)

Reciprocal Teaching is usedto improve a students ability

to learn from text throughthe practice of four skills:summarizing, clarifying,questioning, and predicting.

Peer collaboration withteacher guide


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Use props to illustrate each of the four skills to be

practiced: summarizing, clarifying, questioning, andpredicting.

Have students buddy read and practicing using the

reciprocal strategies.

Reciprocal Strategies


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Cooperative Learning

Cooperative learning is the

instructional use of small groups

so that students work together to

maximize their own and each

other's learning (Johnson, Johnson, & Holubec,

1993).

Within cooperative learning groups

students discuss the material to be

learned with each other, help and

assist each other to understand it, and

encourage each other to work hard.

CooperativeLearning

Teacher ClarifyGoal

Define Role

Facilitate teamactivity

(academic,social skills &

behavior)

AssessStudent

knowledge

Recognitiongroup &

Individualefforts


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Language

Language plays a central role inmental development

Language is the main means bywhich adults transmit informationto children

Language itself becomes a verypowerful tool of intellectualadaptation


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How can we practically

apply Vygotskys theories to

our everyday classrooms?


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Vygotsky and Education

Emphasize on the importance of social context andcollaboration

Accept individual differences

Provide opportunity for students activeparticipation

Teachers guide student learning, tailoring their

intervention to each childs ZPD Make-believe play

Literacy activities


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Physical Arrangement

in the Classroom

Arrange student desks inclusters.

Arrange other work

spaces for peerinstruction, collaboration,and small groupinstruction.


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Lesson Content

Create lessons that engage

student interest and givethem a basis for languagewhen socially interacting.

Use technology and handson activities to furtherengage them in learning.

lecture 11 may vygotsky

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