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Educational Psychology 1 > Essay - Vygotsky > Flashcards

Essay - Vygotsky Flashcards

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1
Q

Vygotsky’s full name

A

Lev Semanovich Vygotsky

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2
Q

Background of Vygotsky

A

Died in 1934. Worked banned from 1936-1956. Died age 38. Russian. Communist regime.

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3
Q

What was vygotskys main focus

A

Interested in how learning develops through interaction and dialogue between more knowledgeable others and peers

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4
Q

Three key concepts of Vygotsky’s theories

A
  1. Language as a mental tool
  2. Role of private speech
  3. Zone of proximal development
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5
Q

What is Vygotskys Theory called

A

Theory of Sociocultural Development

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6
Q

What were the two main mediums that Vygotsky thought children learnt through

A
  1. Social interaction

2. Cultural tools

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7
Q

What are the two types of communication according to Vygotsky

A

Interpsychological - between us and another person

Intrapsychological - within ourselves

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8
Q

What is coconstruction

A

Learning between individuals

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9
Q

Explain how a child first develops

A

Child is born with inherited capacity for specific patterns of action. From birth they acquire a sequence of skills with language being the most important. This is achieved through social interaction.

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10
Q

How are infants influenced?

A

Through interaction with their parents and caregivers. This means they are influenced also by their parents cultural, social and historical background. Develops not just as an individual but as a member of a society and culture.

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11
Q

What is the primary role of adults

A

To socialise the child

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12
Q

How did Vygotsky describe human mental abilities

A

Lower mental functions - inherited, involuntary eg vision, hearing, taste that are controlled by external objects and events
Higher mental functions - those developed through social interaction including logical and abstract thinking and language that operates internally (in the head)

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13
Q

What is the development process primarily concerned with

A

Infant gaining control of lower mental functions through interactions and begin to acquire higher level mental functions

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14
Q

Example of early emergence of communicative behaviour

A

Peek-a-boo. - moves from passive to active participant

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15
Q

Internalisation

A

The transformation of external processes into internal processes that guide action and thought. Developed out of social interaction, not just by the individual

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16
Q

Why is social interaction important?

A

It is through interaction with others that we learn how to think

E.g in a lesson the teachers role is not just from expert to novice, nor is the student constructing ideas on their own, it is a coconstruction made by both as they interact

17
Q

What are mental tools?

A

Each culture has a set of artefacts - physical and mental tools - through which the culture is expressed and passed on. Mental tools shape thinking. Examples include language, art, counting systems, drawings. They can be particular to each culture. Language the most important

18
Q

What is the purpose of mental tools?

A

Mental tools and cognitive strategies are passed onto children from parents to give them the skills they need to function effectively and independently within their own culture and social environment

19
Q

What are the three stages of language?

A

Language is first social, then a way to interact, then an intellectual function for problem-solving and self-regulation.

20
Q

Example of change from external language to internalisation

A

Counting on fingers to counting out loud to counting in head

21
Q

What is the role of private speech

A

Private speech is used to guide own thinking and actions. Can be audible or silent

22
Q

What is self - talk?

A

Private speech uttered aloud. It’s usage increases as a task becomes more difficult

23
Q

Should self-talk be encouraged in young children?

A

Yes as it helps them organise thoughts. Prompt them to say what they are doing out loud. Particularly good for motor sequencing tasks and counting tasks.

24
Q

What is the ZPD

A

Zone of Proximal Development

25
Q

What is the Zone of Proximal Development?

A

It is described as the space between what a student can achieve on their own, and what a student can potentially achieve with assistance

26
Q

What is scaffolding?

A

Scaffolding is an example of the ZPD. It breaks down an activity into parts. The teacher offers guidance, along with tools, to help the child. Gradually, as the skills develop, the teacher’s role diminishes.

27
Q

Describe three issues with the ZPD

A

Vague concept

  1. how does a teacher measure how far above a student’s level their teaching should be?
  2. Context - Is the child’s ZPD different depending on the subject or motivation or time of day?
  3. Quality of interaction - impact of confidence, regress or advance
28
Q

What is the role of pretend play?

A

Vygotsky saw pretend play as a ZPD. Role playing benefits development as they try out new roles and skills and behaviours.

29
Q

What is metacognition

A

Thinking about ones own thinking

30
Q

7 ways to use Vygotsky in classroom

A
  1. Access to cultural tools that support thinking (with guidance about usage) eg computers, iPads, IWB
  2. Use group work consider abilities, personalities
  3. Tailor scaffolding to suit student needs - a lot of support at start and eventually allow for independent learning
  4. Work within ZPD - too easy bored, too hard switch off, zone out.
  5. Assessment - have tasks child can complete without assistance and some that they need assistance
  6. Consider all students - ZPD suitable for children at all levels, including children with disabilities or learning disorders
  7. Exploit potential strengths
31
Q

Two examples of group work

A

Dyads - pairs

Triads - threes

32
Q

Criticisms off Vygotsky (7)

A
  1. ZPD vague
  2. Potential development by how much and in what areas
  3. Timing
  4. Quality of interactions
  5. Motivation of student, teacher
  6. What about discovery learning? Not considered if only learn through interaction
  7. Physical ,maturation not considered.

Educational Psychology 1 (13 decks)

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