Vygotsky's theory of cognitive development

Question 1

strength supporting study
Bryant

Answer 1

Bryant gave children aged 4-5 task of estimating number of sweets in a box. In one condition worked alone and one with another child. Most children working alone failed to give a good estimate. In paired condition older children acted as more expert other and gave prompts to the younger children- shows scaffolding works.
However, it’s an artificial task and not generalizable as only done on 4-5 year olds.

Question 2

strength practical application
Hilde and Pierre

Answer 2

influential in education system. raised expectations on tutors and the achievement of children. Hilde and Pierre found that 7 year olds tutored by 10 year olds in addition to whole class teaching progressed further in reading than controls with just standard whole class teaching. supports scaffolding and helping through zone of proximity.

Question 3

strength longitudinal study
Conner and Cross

Answer 3

used a longitudinal procedure to follow up 45 children observing them engaged in problem solving tasks with the mother at 16,26,44 and 54 months. changes observed over time- mothers used less direct intervention and more hints as prompts as children gained experience. supports the different levels of scaffolding.

Question 4

support
Alborz et al

Answer 4

a review of teaching assistants found they are effective at improving rate of learning in children. shows discovery learning isn’t best.

Question 5

weakness
Liu and Mathews

Answer 5

point out that in China style classes of up to 50 children learn very effectively in lecture-style classrooms with few interactions from peers or tutors. supports independent learning. However may only be the case for this culture no comparison group.