vygotsky theory of cognitive development evaluation

Question 1

There is support for the zone of proximal development

Answer 1

POINT: There is support for the zone of proximal development

EVIDENCE: Roazzi and Bryant (1998) found that 4- 5 years ago performed better on a “number of sweets” challenge when working with peers rather than alone

EXPLANATION: This demonstrated that children develop more advanced reasoning skills when working with more expert people

IMPACT: This suggests that the zone of proximal development is a valid concept

Question 2

There is support for the idea of scaffolding

Answer 2

POINT: There is support for the idea of scaffolding

EVIDENCE: Conner and Cross (2003) observed 45 children at intervals between the ages of 16 and 54 months finding that mothers used less direct intervention as children developed

EXPLANATION: This shows how the levels of help decline over time

IMPACT: This study is particularly important because it explains what happens during the support, it does not show that scaffolding occurs om learning

Question 3

Vygotsky’s ideas have been highly influential in education

Answer 3

POINT: Vygotsky’s ideas have been highly influential in education

EVIDENCE: Van Keer and Verhaeghe (2005) found that 7 year- olds tutored by 19-year-olds, in addition, to whole class teaching, progressed further in reading than a control group who only had class teaching

EXPLANATION: This suggests that children can learn more with appropriate scaffolding

IMPACT: This has raised expectations of what children should be able to achieve

Question 4

Children that learn together do not pick up similar skills and mental representation of material

Answer 4

POINT: Children that learn together do not pick up similar skills and mental representation of material

EVIDENCE: Howe et al (1992) found that 9- 12-year-olds who had group discussions about the movement of objects down a slope showed better understanding after the discussion but did not all pick up on the same facts

EXPLANATION: This suggests that even when children experience the same interaction or experience, they do not necessarily have the same level of cognitive development

IMPACT: This suggests Piaget’s view of cognitive development occurring in stages and the child being unable to learn some concepts until they are ready could be along the right lines

Question 5

Vygotsky assumed that the process of learning is largely the same in all children

Answer 5

POINT: Vygotsky assumed that the process of learning is largely the same in all children

EVIDENCE: Some children learn best during social interaction but this may not be true for everyone

EXPLANATION: Personality and style of information processing may have powerful effects on what sort of activities and what sort of help works for different children

IMPACT: Vygotsky’s theory, therefore, does not take into account of individual differences