vgotsky's theory of cognitive development Flashcards
is vgotsky’s theory an age related theory
yes, child’s abilities are qualitatively different at different ages.
What is the main difference between Vgotsky’s theory and Piaget’s theory
vgotsky saw cognitive development as a social process of learning from a more knowledgable other. Also saw language as more important in development.
what are the 2 stages of learning
learning is at first intermental = with others, between the child and the expert.
Is then later intramental = child learns on own
how did vgtosky acknowledge cultural differences, how did they occur, why
If learning is a social process between the child and more knowledgeable other, than the child will acquire the specific reasoning ability of the more knowledgable other. Eg. Adults convey info to children the way their culture interprets and responds to the world. They provide children with the culturally specific tools to think with.
what is the gap called between the child’s current level of development and what they could potentially understand after interaction with an ‘expert’
the zone of proximal development.
how might more ‘knowledgeable’ others help a child to cross the ZPD
by providing scaffolding, as the learner crosses the ZPD the level of help given declines from level 5 (most help) to level 1 (least help)
what are the 5 levels of help
five. demonstration (most help)
four. preparation for child
three. indication of materials
two. specific verbal instructions
one. general promps.
how is vgotsky’s theory an age related theory
as a child increases in age, the number of interactions with others significantly increases (increasing quanitty of info + skills learnt from others). The higher mental abilities only develop through interaction eg. a child can only learn to not be egocentric through interaction with others.
what are the similarities of vgotsky’s theory with piagets theory
both theories are age related and suggest as you age your cognitive abilities become qualitatively different.
Both theories have had significant influences on education and approach to teaching.
outline research by Roazzi and Bryant that supports zone of proximal development (AO3)
gave 4-5 year olds the task of estimating the no. of sweets in a box. Condition 1 - children worked alone, Condition 2 - children worked with an older child who could offer prompts. Children from condition 2 gave better answers than children in condition 1
How does Roazzi and Bryant’s research support ZPD. (AO3)
shows that with support of a more expert other who could provide scaffolding, the child was able to give a better estimate as they gained better understanding and reasoning abilities of the task. Suggests without support the children could not reduce the zone of proximal development + reach their potential.
Vgotsky suggested that social interaction was vital for crossing the ZPD and that higher mental functions could only be acquired through interaction. Is there a study that might both support and refute this idea. (AO3)
Howe et al study - children discussed + investigated objects moving down a slope. After the task the children’s knowledge had increased. but did not all come to the same conclusions, some were more accurate than others.
Supports - childrens knowledge had increased, meaning after social interaction the ZPD must of reduced slightly through intermental learning
refutes - Not all children came to the same correct conclusion suggesting not all children crossed the ZPD. Perhaps this is because they worked independantly in their head through schema’s
What is a practical benefit of Vgtosky’s theory (AO3)
has been extensively applied in education through scaffolding, peer tutoring ect. EG. peer mentoring - intermental learning with more knowledgable others who try to help mentee reach their full potential through verbal discussion + scaffolding helps mentee progress through ZPD.
Why is vgotsky’s theory an oversimplifcation and not a complete picture of cognitive development? why can it not be applied to everyone (AO3)
If vgotsky’s theory was true then theoretically we should all have the same knowledge, however there are individual differences + variations in learning. For example, children with autism may struggle with social interactions and peer learning. as a result may prefer an intramental method of learning. Limits the validity of the theory as cannot be applied to all individuals.
