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Drina Madden 708-403-9000

Scaffolding Children's Learning. Drina Madden 708-403-9000. GOALS. To understand Vygotsky’s views of development Techniques and approaches that foster the application of Vygotsky’s theories. SOCIALLY SHARED COGNITION. Social Interaction Task and Setting Conditions

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Drina Madden 708-403-9000

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  1. Scaffolding Children's Learning Drina Madden 708-403-9000 C.H.I.L.D Foundation www.childhealthlearn.org

  2. GOALS • To understand Vygotsky’s views of development • Techniques and approaches that foster the application of Vygotsky’s theories C.H.I.L.D Foundation www.childhealthlearn.org

  3. SOCIALLY SHARED COGNITION • Social Interaction • Task and Setting Conditions • Social Engagement as a Stimulus for Cognitive Development C.H.I.L.D Foundation www.childhealthlearn.org

  4. 1. Social Interaction • Children bring to social situations • assumptions • purposes that grow out of their history in social experiences C.H.I.L.D Foundation www.childhealthlearn.org

  5. 1. Social Interaction • They try to understand the cognitive task presented by the adult • AND try to make sense of the social relationship in which the task is presented C.H.I.L.D Foundation www.childhealthlearn.org

  6. 1. Social Interaction • Children can easily be misled by the nature of adult questions. • Adults are likely to underestimate children’s knowledge and skills. C.H.I.L.D Foundation www.childhealthlearn.org

  7. 1. Social Interaction • Teachers need to adjust classroom learning experiences • to acknowledge • make productive use of the social histories of children C.H.I.L.D Foundation www.childhealthlearn.org

  8. 2. Task and Setting Conditions • Conservation is taught directly by Western cultures through social, sharing, dividing situations • Piagetian conservation observations reflect social standards rather than developmental norms • All children in all cultures do not face identical tasks C.H.I.L.D Foundation www.childhealthlearn.org

  9. 3. Social engagement as stimulus for cognitive development • HOW they organize their joint activity is of greatest importance. • Social experience stimulates children’s cognitive growth through guided participation. • Guided participation involves language exchange C.H.I.L.D Foundation www.childhealthlearn.org

  10. IMPORTANCE OF LANGUAGE • All higher functions that are unique to human beings are created through collaborative activity. C.H.I.L.D Foundation www.childhealthlearn.org

  11. IMPORTANCE OF LANGUAGE • Language assists the individual’s psychological processes C.H.I.L.D Foundation www.childhealthlearn.org

  12. MEDIATION THROUGH SIGNS • Languageis the critical link between • social • psychological functioning C.H.I.L.D Foundation www.childhealthlearn.org

  13. MEDIATION THROUGH SIGNS • The purpose of speech is • Communication • Social contact • Influencing surrounding individuals C.H.I.L.D Foundation www.childhealthlearn.org

  14. INTERNALIZATION • Speech is a tool of the mind • It allows for higher level thinking • Results from internal and external stimuli and connections C.H.I.L.D Foundation www.childhealthlearn.org

  15. ZONE OF PROXIMAL DEVELOPMENT • Education LEADS development - Vygotsky • Look at what children can do • with the help of others • therefore, have the potential to learn C.H.I.L.D Foundation www.childhealthlearn.org

  16. ZONE OF PROXIMAL DEVELOPMENT • ZPD is the “distance between: • actual developmental level as determined by independent problem solving • the level of potential development as determined through problem solving • under adult guidance or in collaboration with more capable peers. C.H.I.L.D Foundation www.childhealthlearn.org

  17. ZONE OF PROXIMAL DEVELOPMENT • With help, children can perform tasks into which they are developing the capability to perform alone C.H.I.L.D Foundation www.childhealthlearn.org

  18. ZONE OF PROXIMAL DEVELOPMENT • The role of education is • to provide children with experiences that challenge them but • can be accomplished with sensitive adult guidance C.H.I.L.D Foundation www.childhealthlearn.org

  19. ZONE OF PROXIMAL DEVELOPMENT • The role of the teacheris to keep tasks inchildren’s • Zoneof Proxymal Development - slightly above their level of independent functioning C.H.I.L.D Foundation www.childhealthlearn.org

  20. SCAFFOLDING • Has been shown to foster general cognitive growth and to increase children’s performance on a wide variety of tasks C.H.I.L.D Foundation www.childhealthlearn.org

  21. SCAFFOLDING • Joint problem solving • Intersubjectivity – two participants who begin a task with a different understanding arrive at a shared understanding – a common ground for communications C.H.I.L.D Foundation www.childhealthlearn.org

  22. SCAFFOLDING • Warmth and responsiveness – child leads and adult follows • Keeping the child in the Zone of Proxymal Development C.H.I.L.D Foundation www.childhealthlearn.org

  23. SCAFFOLDING • Promoting self-regulation – adult relinquishes control C.H.I.L.D Foundation www.childhealthlearn.org

  24. CHILDREN’S PRIVATE SPEECH • Children’s self talk is different from social speech • Private speech is communication with the self to self-regulate or guide thought processes and actions C.H.I.L.D Foundation www.childhealthlearn.org

  25. CHILDREN’S PRIVATE SPEECH • It then becomes verbal thinking and guides the person into internalization C.H.I.L.D Foundation www.childhealthlearn.org

  26. CHILDREN’S PRIVATE SPEECH • Scaffolding fosters private speech and self-regulation through the modeling supplied during the teacher/child interaction C.H.I.L.D Foundation www.childhealthlearn.org

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