Vygotsky

1. Vygotsky Theory of Cognitive Development

2. Background • Lev Vygotsky (1896-1934) • Started as a lawyer • Contemporary of Piaget • Born in pre-revolutionary Russia • Research published in English after his death from Tuberculosis

3. Activity Laptops– group Powerpoint presentations • 1.Theory-elementary/higher functions • 2.Semiotics-role of language • 3. ZPD • 4. Evaluation – compare with Piaget • (+ table page 149) • Teacher print off

4. For info ..

5. Theory of Cognitive Development Influence of Culture Intellect consisted of elementaryand higher functions • Elementary =innate capabilities such as attention & sensation • Higher = decision making, comprehension of language • Culture = books, media, experts-transmitted through language

6. Vygotsky - Key points • Sociocultural theory. Considered learning as a social process and argued that much of our learning occurs through interactions with other people • Stressed the part played by adults and capable peers in childrens learning and development • Discussed the role of language and other cultural tools in learning

7. Theory of Cognitive Development Influence of Culture • Limited development through experience but cultural experience needed to transform abilities to the higher level • Without cultural knowledge- no progress from elementary to higher functions Support • Gredler (1992) supported this with an example of a counting system taught in Papua, New Guinea which limits the calculation of large numbers.

8. Process of Cultural Experience Basic principles Piaget = development occurred through process of maturation (readiness) & disequilibrium Vygotsky = influence of others that drives development- Knowledge is socially constructed

9. Intro video

10. Process of Cultural Experience Zone of Proximal Development ( ZPD ) • Distance between child’s current and potential abilities • Instruction needed to guide child through zone • Instructor needs to be aware of learners current abilities to be able to assess time for ‘Zone movement’ • Greatest teaching input needed at edge of Zone i.e. point at which child can still cope

11. ‘Scaffolding’ used at key stages Most important stage – edge of zone

12. Activity 5 - see worksheet Puzzle study

13. ZPD ZPD & Jigsaw Puzzles (McNaughton & Leyland, 1990) • Children worked with mothers on solving progressively more difficult jigsaw puzzles • Researchers noted highest level of difficulty reached by the children • Week later children returned-unaided-to work on new puzzles • New level reached was lower for most children • Difference between two sessions enabled researchers to define child’s ZPD • Unaided performance = current ability • Aided performance = potential capability

14. ZPD Researchers discovered three types of ‘scaffolding’, i.e. learning structures, given by mothers relating to task difficulty. • Below ZPD -Puzzles too easy - mothers kept child on task • Child’s current ZPD- mothers helped children solve puzzles for themselves • Beyond child’s ZPD- mothers emphasis on helping child to complete puzzle through instruction/shared meanings, taking child to higher level

15. Process of Cultural Experience Semiotic Mediation • The process of cognitive development is mediated by... ‘Semiotics’ “language and other cultural symbols” • These symbols act as a medium through which knowledge is transmitted from others- i.e. experts or ‘culture’- instructing the child • Must be a social process

16. The Role of Language Central concept ... “Relationship between language & thought” Stages in the Development of Language & Thought Speech stage Age Function Pre-intellectual social speech0-3Language serves a social function. Thought is pre-linguistic. Egocentric speech3-7 Language used to control one’sOwn behaviour & spoken aloud Inner Speech 7+ Self-talk becomes silent. The child also uses speech for social purposes

17. The Role of Language - Main features - • Language & thought are seen as separate functions in children under 2 yrs • At aged 2 child begins to use external symbols or signs-such as language & other cultural tools-to assist in problem-solving • Before aged 7 child uses ‘egocentric speech’- i.e. speaking out loud when solving problems

18. The Role of Language • After aged 7 self-talk becomes silent (inner speech) • Inner dialogues are used as a means of self regulation-to control one’s cognitive processes • Throughout life language serves a dual purpose thought and social communication

19. Support • Berk (1994) reported that children do indeed use ‘inner speech’ especially when; - faced with a difficult task - working alone - when no teacher available to help

20. Support • Berk & Gavin (1984) found that appalachian children’s inner speech developed at a slower pace than middle-class children’s. Middle-class parents described as talking more to their children. Inner speech therefore assumed to stem from social communication

21. Stages in the Development of Thinking Wood et al (1976) Research study • Children given wooden blocks of varying height & shape • Each labelled with a nonsense symbol e.g. ‘ZAT’ used to label tall & square blocks. • Child’s task was to work out what these labels meant • Vygotsky observed that children went through 4 stages before achieving mature concepts ZAT Vygotsky therefore proposed stage theory based on this process of concept formation….

22. Stages in the Development of Thinking Vygotsky’s stages of concept formation • Vague syncretic stage- Largely trial & error without understanding • Complexes stage- Some appropriate strategies are used but the • main attributes are not identified • 3. Potential concept stage- One attribute only (e.g. tall) can be dealt with • at a time • Mature concept stage- The child is able to deal with several attributes • simultaneously (e.g. tall & square)

23. Overall Evaluation • General lack of comparative research due to theory focusing on processof cognitive development rather than outcome - so harder to test • Limited negative criticism However…

24. Overall Evaluation • Theory may overemphasise the importance of social factors and underestimate the role of biological & individual factors in cognitive development (CD) • If social influences alone were necessary for CD then learning would be much faster than it is • Positive use for theory with applications in education (more later)

25. Piaget vs Vygotsky • Individual vs Social Construction Piaget suggested that knowledge was created by the child themselves Vygotsky suggested that knowledge was a collaborative, social process

26. Piaget vs Vygotsky Role of egocentric speech Piaget • Development proceeds from the individual to the social world • Egocentric speech occurs because the child is unable to share the perspective of another • As child grows older speech moves away from self to other-oriented-a sign that the perspective of others is being adopted

27. Piaget vs Vygotsky Vygotsky • Knowledge seen as collaborative, social process • Development moves from the social to the individual plane – where learning is internalised • Egocentric speech is the transition between social context & inner speech

28. Piaget vs Vygotsky Development or learning, which comes first? - Piagetsuggested that development preceeds learning. - Vygotskysuggests that learning comes first and this promotes development

29. Piaget vs Vygotsky Individual differences in learning • Both approaches reflect cultural & individual differences • Some learners may prefer more individually-directed learning whereas others benefit more from ‘expert’ guidance

30. Piaget vs Vygotsky Integration of both approaches Glassman (1999) • Piaget & Vygotsky should not be seen as opposites-more that the two theories are remarkably similar at their central core • Piaget focused on the natural laws of intellectual development-whilst Vygotsky concentrated on social processes & culture • Combination of both approaches should be highly productive

31. Vygotsky video

32. Exam question “Discuss one or more theories of cognitive development” 8 + 16 marks TIP..You will have 30 minutes with 8 marks for description, 16 for evaluation

33. Or... Piaget 8

34. Essay plan • Definitionof Cognitive development • Introduction – Higher levels of thinking – social construction of learning compared with Piaget-Maturation/Readiness. ZPD-scaffolding – research to support this... • Research – McNaughton & Leyland “puzzle study” .. then ... Evaluate this ...then • Describe language research/theory...then Evaluate this • Describe ‘Blocks’ research (1987) – theory that came from this- describe stages...then .. • Evaluate it... • Conclusion – compare with Piaget