Vygotsky

Question 1

Zone of Proximal developmental ZPD- stages

Answer 1

Level of potential development- they could achieve

Zone of proximal development- achieve with help from adult

Level of actual development- able to achieve

Question 2

The marshmallow task MT

Answer 2

Understanding the ability to wait for another marshmallow, instead of eating the one on the table

Internalisation:
Children’s behaviour is controlled
- others statements
- private speech

Question 3

Jerome Bruner

Answer 3

Moved by Piaget and Vygotsky’s work

Learning is an active process and action is important

Scaffolding theory:
Temporary framework supporting children’s thinking at higher level

• direction motivation: keeping the motivation up
• recruitment: engage interest and encourage child to start
• reduction of degrees of freedom: simplify tasks that are straightforward

Development stages:
Inactive mode: birth to 3 years old: physical manipulation

Iconic mode: 3-8 years old: mental images and respond intuitively

Symbolic mode: 8+ years: increased language capability

Question 4

Language and thought

Answer 4

Tools for exploring language- represent it

Cognition is a ‘dialect process’

Children communicate with themselves to guid action

Winsler 1997:
Selective attention task- guidance when needed

Children are more likely to use private speech after guidance

Question 5

Culture

Answer 5

Various across cultures- leading to different forms of development

Traditional Chinese society- wariness and shyness obtain approval and support

Sociocultural theories:

• tomasello 2001: attends to learn from others
• social scaffolding: temporary framework support
• guided participation: organised activities that allow to engage at higher level
• joint attention: mutual understanding

Question 6

Constructivist approach

Answer 6

Children interact with people to help them learn

Different contexts lead to different forms of development