Vygotsky’s Theory

Question 1

What was the basis of Vygotsky’s theory?

Answer 1

• social interaction and culture are key to cognitive development - depending on what a child’s culture values, they will adapt mental tools accordingly
• children are born with elementary mental functions e.g memory that are transformed into higher mental systems
• language has an important role in emphasising interaction with others

Question 2

What is the zone of proximal development? (ZPD)

Answer 2

• the gap between current and potential capabilities
• the role of an expert is to guide the child through the gap to a level of understanding that the child’s developmental ability allows
• this zone allows people to become more skilled, the most advanced reasoning can only be achieved through an expert
• new challenges aren’t useful if they’re too far from current knowledge

Question 3

What is scaffolding?

Answer 3

• the process of assisting a child through the ZPD
• involves an expert responding to success or failure by increasing or withdrawing scaffolds

Question 4

What levels of scaffolding are there?

Answer 4

demonstration
preparation of child
indication of material
specific verbal instruction
general prompts

Question 5

AO3: evidence for ZPD ✅

Answer 5

P: there is clear evidence to show that there is a gap between the level of reasoning a child can achieve on their own and what they can achieve from more knowledgeable other.
E: A study in 1998, asked for to 5-year-olds to estimate the number of sweets in the box, most of the children who worked alone failed to give a good estimate however, children who had an older pair offering prompts and pointing them in the right direction were able to master the task.
E: Whilst there is plenty of evidence to support interactive learning if Vygotsky was right, then we would expect all children in learning together to pick up similar skills in a very similar mental representation. However, Howe 1992, found what children learn actually vary considerably between individuals even in group learning.
L: This shows that by focusing on the role of interaction in enhancing learning, Vygotsky overlooked individual differences to also contribute to cognitive development.

Question 6

AO3: evidence for scaffolding ✅

Answer 6

P: another strength is support for the idea of scaffolding
E: Connor and cross 2003, observed 45 children intervals between the ages of 16 to 54 months and found that mothers used less direct intervention as a child developed.
E: This shows how the level of help given by an expert declines overtime, as suggested by the process of scaffolding.
L: Therefore, scaffolding is affective when the expert adjusts support offered according to the learners response.

Question 7

AO3: application to education ✅

Answer 7

P: One strength is that Vygotskys ideas of been highly influential in education where social interactions in learning through group work, peer tutoring and individual assistance from teachers has been used to scaffold children
E: A study in 2005, found that seven-year-old tutored by 10-year-old in addition to whole class teaching progress further in their reading the children who just had whole class teaching.
L: This shows that Vygotskys theory has affected practical application in education