Vygotsky Flashcards
Socio-culture influences
Play
Imitate play affecting type of activities
Morello et al (2003):
- toddlers in America, Efe people, Mayan group
- efe and San Pedro imitated adult work
Socio-culture influences
Problem solving
Cole et al (1971):
-Kpelle people of Liberia not as good as US at estimating length, better at estimating quantities of rice
Luria (1979):
- two groups of farmers in Uzbekistan;
- schooling develops abstract thought
- schooled= 3 tools forming abstract category= axe, saw, shovel
- unschooled= decision on practical situations= axe, saw, wood
Chen, Mo & Honomichl (2004), Cave problem:
- US= Hansel and Gretel strategy
- Chinese= ‘the elephant tale’- better at solving problems
Socio-culture influences
Language
Two Amazonian languages, no words for quantities over 5, only solve math problem number less than 5 (Gordon, 2004)
In English, decade said first then unit e.g., forty-seven
German children have problems learning to convert spoken numbers
Self-speech and inner speech
Children’s behaviour controlled by adult instruction
Out loud (self-speech) becomes inner speech at 7yrs- essential in cognitive development
More self-speech is task is challenging, confusing or making mistakes
Speech when facing tasks- more attentive and perform better
Prevented from using inner speech= perform poorly on planning tasks
The Zone of Proximal Development
Cognition improves with interaction with those more experienced than the child
Increase in development that a child can reach through assistance from more competent person compared to development without their help
Scaffolding
BURNER (1983)
Learning is enhanced when more competent people provide a framework, supporting thinking a higher level than by themselves
By parent, teacher, or peer:
- modelling an action
- suggesting a strategy to solve a problem
- restructuring it into parts more manageable
Initial extensive support needed
5 important aspects of scaffolding
WOOD ET AL (1976)
Recruitment:
-engage a child’s interest
Reduction of degrees of freedom:
-reduce number of acts needed to arrive at solution
Direction maintenance:
-maintain a child’s motivation
Marking critical features:
-highlight the important features
Demonstration:
-model the solution or parts of the task to stimulate the learner
Applications of scaffolding
Technology
Computers= useful partners:
-provide feedback, structured guidance, access to knowledge
Productive peer tutoring:
-sharing knowledge, exchanging competencies, offering emotional support
Applications of scaffolding
Typical Vgotskian classroom
Structured learning activities
Helpful hints tailored to child’s current abilities
Monitoring the learners progress, gradually turning over mental activity to learner
Collaborative learning exercises
Applications of scaffolding
Freud (1995)
3-5y olds help puppet decide on furnishings
Similar task either alone with feedback or with mothers guidance
Final task
Working with mother= performed better on final task
Applications of scaffolding
Collaborative learning
Motivation is enhanced
Child has to explain their ideas, persuade and resolve conflicts
Increases self-speech
Applications of scaffolding
Group learning linked to memory
Ratner, Foley & Gimpert (2002)
Children that made Attribution errors from working in collaborative condition
= greater memory for location of furniture in room
Sociocultural
Marshmallow task
Ability to delay gratification predicted great success in adolescence and adulthood
-predicted academic and cognitive outcomes
Strong role for socioeconomic status in or ducking whether children delay gratification
Children from lower socioeconomic households take risks as less certainty- rewards should be taken when there
Middle class German Preshoolers, rural Cameroonian community =NSO children learn early on to control needs, waited 2x as long
