vygotsky

Question 1

how do cognitive abilities differ

Answer 1

cultural differences

cognitive abilities are acquired in social interactions, therefore they reflect the abilities of local adults so may vary according to culture.

Question 2

what are children born with and how are they transformed

Answer 2

elementary mental functions (attention, sensation and memory)

these are transformed into higher mental functions such as mathematical skills by the influence of culture

Question 3

what is the zone of proximal development

Answer 3

The gap between current and potential abilities, i.e. what they can do with interaction with an expert helper – more knowledgeable other (MKO)

Question 4

what is scaffolding

Answer 4

All the help given by an expert to guide children though the zone of proximal development. It is progressive leading to independence. Supports learning.

Question 5

what did wood et al do

Answer 5

identified different elements e.g

Recruitment (engage learner’s interest)
Reduction in degrees of freedom (focusing the learner and getting them started)
Direction maintenance (motivating learner)

This includes progressive strategies, i.e. more help at the start, e.g. includes demonstration, prompts, verbal instruction.

Question 6

research to support vygotsky

Answer 6

• ZPD - McNaughton & Leyland (1990) mothers helping with
jigsaws depended on ZPD. Less help when task is easier.
• Scaffolding – Conner and Cross (2003) Longitudinal, 45 children. Mothers help less as children age.
• Siegler and Svetina (2006) Children can go beyond developmental stage with support from MKO. Success in class inclusion tasks (x3 sessions, 100 5-yr-olds)

Question 7

other strengths of vygotsky

Answer 7

✓Application to education

Peer-tutoring and use of teaching assistants is effective at helping reading : Van Keer and Verhage

So: Theory is valid and useful

X But Chinese students do well with little interaction.

Question 8

limitations of vygostky

Answer 8

• Research against: Howe et al. Groups of four (age 9-12) discussed and studied objects moving down a slope. Afterwards they came to different conclusions. Children who experience the same interaction don’t develop the same understanding. Vygotsky doesn’t explain this development difference, but Piaget’s concept of maturation can.
• Incomplete theory: Vygotsky assumes we all learn the same, personality may have an impact. Also, Vygotsky underplays role of exploration in learning (Piaget’s theory),