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Vygotsky

Vygotsky. Cognitive Development. Where Piaget saw the child as a scientist , Vygotsky saw the child as an apprentice. Overview of Social Development Theory. Areas were social interaction can influence cognitive development…. Engagement between the teacher and student

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Vygotsky

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  1. Vygotsky Cognitive Development

  2. Where Piaget saw the child as a scientist, Vygotsky saw the child as an apprentice

  3. Overview of Social Development Theory

  4. Areas were social interaction can influence cognitive development… • 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

  5. What is the Zone of Proximal Development? • 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).

  6. Zone of proximal development (ZPD) This is the Vygotskian concept that explains the mechanism of cognitive development ZPD is actually the gap between actual competence level (what problem level a student is able to independently solve), and the potential development level (what problem level could she solve with guidance from a tutor) ZPD is based on the mental functions that have not yet matured but are being in the process of maturation.

  7. Zone of proximal development

  8. Zone of proximal development

  9. Scaffolding: the instructor becomes a supportive tool for the student in the zone of proximal development. The characteristics of an ideal teacher are those of a scaffold: It provides support It functions as a tool It extends the range of the worker It allows to accomplish a task otherwise impossible It is used selectively, when needed

  10. 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).

  11. Reciprocal Teaching • Reciprocal Teaching is used to improve a students ability to learn from text through the practice of four skills: summarizing, clarifying, questioning, and predicting.

  12. Biological & Cultural Development • 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).

  13. Scaffolding • Scaffolding: support and prompting, usually provided by an adult, which helps a child achieve cognitive tasks they could not achieve alone. • An important aspect of scaffolding is that there is a gradual withdrawal of support as the child’s knowledge and confidence increase.

  14. Differences: PIAGET vs VYGOTSKY • Where he differed from Piaget was in his view of the importance of the role of other, more knowledgeable people in children’s development. • Vygotsky argued that although children can acquire some concepts through their own unaided play, they acquire the mechanisms of thinking and learning as a result of the social interactions between themselves and the adults around them.

  15. Vygotsky’s view: “…what a child can do with assistance today she will be able to do by herself tomorrow.” (Vygotsky, 1978) • Contrast with Piaget: “Every time we teach a child something, we keep him from inventing it himself. On the other hand, that which we allow him to discover for himself will remain with him visible for the rest of his life.” (Piaget, in Piers, 1972)

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