Date post: | 05-Dec-2014 |
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Lev Vygotsky’s Social
Development Theory
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.
His work in the last 10 years of his life has become the foundation of much research and theory in cognitive development.
Who is Lev Vygotsky?
Social Interaction Influences Cognitive Development
Biological and Cultural Development do not occur in Isolation
Language plays a major role in Cognitive Development
Overview of Social Development Theory
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…
What is the Zone of Proximal Development?
Levels
of
Develo
pm
ent what I can’t do
what I can do with help
what I can do
The zone of proximal development is the area of learning that a more knowledgeable other (MKO) assists the student in developing a higher level of learning.
The goal is for the MKO to be less involved as the student develops the necessary skills.
Vygotsky describes it as “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).
Scaffolding
Vygotsky defined scaffolding instruction as the “role of teachers and others in supporting the learners development and providing support structures to get to that next stage or level” (Raymond, 2000).
Teachers provide scaffolds so that the learner can accomplish certain tasks they would otherwise not be able to accomplish on their own (Bransford, Brown, & Cocking, 2000).
The goal of the educator is for the student to become an independent learner and problem solver (Hartman, 2002).
Reciprocal Teaching
Reciprocal
Teaching
summarizing
clarifying
questioning
predicting
Reciprocal Teaching is used to improve a students ability to learn from text through the practice of four skills: summarizing, clarifying, questioning, and predicting.
Vygotsky (1978) states: “Every function in the child’s cultural development appears twice: first, on the social level, and later on the individual level; first, between people and then inside the child. This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals.”
Simplified: community plays a central role in the process of “making meaning” (McLeod, 2007).
Biological & Cultural Development
Language
Language plays a central role in mental development
Language is the main means by which adults transmit information to children
Language itself becomes a very powerful tool of intellectual adaptation
How can we practically apply Vygotsky’s theories to our
everyday classrooms?
Physical Arrangement in the Classroom
Arrange student desks in clusters.
Arrange other work spaces for peer instruction, collaboration, and small group instruction.
Motivate the child’s interest
in the task.
Break the task down into
manageable steps.
Provide some direction to
keep the child focused.
Reduce factors that cause frustration.
Model and define the
expectations of the activity.
Scaffolding Strategies
Use props to illustrate each of the four skills to be practiced: summarizing, clarifying, questioning, and predicting.
Have students buddy read and practicing using the reciprocal strategies.
Reciprocal Strategies
Lesson Content
Create lessons that engage student interest and give them a basis for language when socially interacting.
Use technology and hands on activities to further engage them in learning.
Vygotsky places more emphasis on culture affecting/shaping cognitive development - this contradicts Piaget's view of universal stages and content of development. (Vygotsky does not refer to stages in the way that Piaget does).
Vygotsky places considerably more emphasis on social factors contributing to cognitive development (Piaget is criticized for underestimating this).
Vygotsky places more (and different) emphasis on the role of language in cognitive development (again Piaget is criticized for lack of emphasis on this).
Vygotsky's theory differs from that of Piaget in a number of important ways:
to improve your students
social development
skills and move them to a higher level of learning?
change in your
classroom
What can you
Discussion Question
References
Bransford, J., Brown, A., & Cocking, R. (2000). How People Learn: Brain, Mind, and Experience & School. Washington, DC: National Academy Press.
Hartman, H. (2002). Scaffolding & Cooperative Learning. Human Learning and Instruction (pp. 23-69). New York: City College of City University of New York.
McLeod, S. (2007). Simply Psychology; Retrieved February 28, 2012, from http://www.simplepsychology.org/vygotsky.html
Raymond, E. (2000). Cognitive Characteristics. Learners with Mild Disabilities (pp. 169-201). Needham Heights, MA: Allyn & Bacon, A Pearson Education Company.
Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press.