Designing Instruction to Develop Complex Cognitive Functions

Designing Instruction to Develop Complex Cognitive Functions (2)

Classroom Applications of Vygotsky’s Theory

Classroom Applications of Vygotsky’s Theory

Review of the TheoryPiaget Vygotsky

1. Piaget’s stages are underpinned by genetics si the theory has an element of nature

2. The child determines their own development by active exploring and discovery learning-> the child consider as “little scientist”

3. Development of language arises from cognitive development

4. Underlying genetic stages suggest a universal theory of learning to all children in all cultures

5. Teachers have limited role to play

1. Being a Marxist, Vygotsky fails to mention genetics and takes an extreme nurture stance believing society is crucial in determining development

2. Social factors play an important part in the development of the child, particularly the MKO (More Knowledgeable Other)-> the child consider as a little apprentice

3. The situation is more complex. Social interactions determine language use and language then helps to drive further cognitive development

4. Individual development is far more dependent upon the individual child’s social interaction and their culture

5. Teachers and other MKOs are crucial for the child development

Review of the Theory• Criticisms

Unlike Piaget, there is no mention of stages but instead an underlying assumption that children function and think in similar ways throughout their life. For example there is no mention of how brain maturation during the early years may alter the ability of children to think in more advanced ways. As we shall see with education, young children seem unable to grasp abstract or hypothetical ideas regardless of the amount of scaffolding provided. This suggests that there are qualitative differences between the thinking of young children and older ones. This provides support for Piaget but questions Vygotsky’s views.

• MotivationVygotsky does not consider the importance of the child’s desire to learn. Schaffer (2004) believes emotional factors such as struggles, frustrations caused by failure and the joys of success are all important factors in the level of motivation experienced by the child.

• Vague

Vygotsky did not say what types of social interaction are best for encouraging learning. • Social interactions

These can sometimes be counter-productive. Not all criticisms are useful or well received! Durkin (1995) points out that often advice from parents can serve to make the child even more determined to do things its own way.

• Individual differencesSome children, regardless of help given by others, still develop at a slower rate, suggesting that other factors, including genetic must be involved.

Conclusion

• Four main principles of Vygotsky’s Theory:1.Learning and development is a social,

collaborative activity2.The ZPD can serve as a guide for curricular and

lesson planning3.School learning should occur in a meaningful

context4.Relate out of school experience to the child’s

school experience