Vygotsky's theory Flashcards
Lev Vygotsky (1896-1934)
Vygotsky was a Russian psychologist born in 1896
His theory of cognitive development is called the sociocultural approach
He claimed that cog development is due to children’s interactions with more experienced members of their culture
the sociocultural approach
Vygotsky emphasised the role of social and cultural influences on children’s cog development
Children have certain capabilities (e.g., attention, memory, perception) and when they interact with adult in solving a problem these capabilities become higher-order, more complex
Culture provides institutions – school can change way children think – some emphasise story telling – imp for children’s cog development
what methods did Vygotsky use? the Central Asian research
“In the Far North, where there is snow, all bears are white. Novaya is in the Far North. What colours are the bears there?”
- Syllogism (tried to use logic): non-literate people
Bloom’s research
key terms
Mediators
Functions
Zone of proximal development
Egocentric speech
mediators
tools such as language, writing, counting that assist thinking processes
They help children become more effective problem solvers and to understand the world
Across development, children use different mediators – cognitive aids
mediators - language example
Language helps children:
- Access ideas
- Understand others
- Express their own ideas
mediators - play example
It facilitates imaginative thinking
Children act out situations they don’t understand
Learn rules but rules don’t become a burden
Based on real social and cultural norms
elementary mental functions
Memory, perception, attention – they are biological and occur spontaneously
higher mental functions
o Problem solving, voluntary action – they require several cog processes and mediators
the zone of proximal development
“the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” (Vygotsky, 1978, p. 86)
Vygotsky focused on middle section
It illustrates how cog development is determined by children’s interactions with more experienced adults
It enables the assessment of children’s potential when the conditions are optimal
E.g. when teaching is matched to children’s abilities and learning needs
what is egocentric speech?
E.g. 2 5-year old girls playing with Polly pocket – the talk but don’t take into account the perspective of the other – or telephone conversations
Between 4 and 7 years about 45% of all speech is egocentric according to Piaget
egocentric speech and Vygotsky
According to Vygotsky, egocentric speech is a form of self-directed dialogue
- Helps the child to solve problems
- Directs the child’s thinking processes and activities
With maturation, egocentric speech is transformed into inner speech
level 1 - Longitudinal development of private/egocentric speech
Speech irrelevant to the task
Child repeats word
Expresses affect not relevant to the task
Makes comments about imaginary people/things
level 2 - Longitudinal development of private/egocentric speech
Externalised private speech that is relevant to the task
Child describes what he/she is doing, makes self-guiding comments
Child reads aloud
Expresses affect relevant to the task
level 3 - Longitudinal development of private/egocentric speech
Task relevant external expressions of inner speech
Child uses inaudible muttering
Makes movements with lip and tongue
see slides for Piaget and Vygotsky speech summary
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scaffolding
“An instructional process in which the more knowledgeable partner adjusts the amount and type of supports he offers to the child, to fit with the child’s learning needs over the course of interaction”
Studies show that children’s cog development can be improved through appropriate support from experienced adults – break down strategies, let child do easier bit
does scaffolding predict children’s exec functions?
see notes
scaffolding findings
The findings indicate that scaffolding assessed at age 2 had an indirect effect on children’s executive functions at age 4 through children’s verbal ability assessed at age 3
reciprocal instruction
Based on the ideas of ZPD and scaffolding
Tutoring approach for reading comprehension
Learner and tutor work together
Tutor teaches skills critical in reading comprehension (e.g. elaboration)
community of learners
Approach to classroom learning
Children and adults who collaborate in joint activities
Students who vary in skills and knowledge learn from one another
Teacher acts as a guide but also participates in the learning process
guided P
Learning that occurs in community, everyday activities
Adults guide children’s attention and involvement in activities
Child focused but also adult focused (aim is to carry out the activity)
Intent community P – P in authentic activities with the aim of learning about the activity
strengths of theory
Intrinsic factors are imp but
Children need all the tools that culture provides such as language, memory aids, numerical systems, writing, scientific concepts
The focus should be on the interactions between developmental and cultural processes and how they result in new transformations
weaknesses of theory
His theory didn’t examine if and in what ways the child’s development may affect culture
His theory focused on school instructions but didn’t emphasise and open-minded approach to the world
Assistance from more experienced adults/older peers may undermine a child’s ability to work independently
Didn’t look at gender or age
Didn’t mention how children’s brain grows a lot especially in first 3 years life
Didn’t mention emotional development
