vygotsky theory of cognitive development evaluation Flashcards
There is support for the zone of proximal development
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
There is support for the idea of scaffolding
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
Vygotsky’s ideas have been highly influential in education
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
Children that learn together do not pick up similar skills and mental representation of material
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
Vygotsky assumed that the process of learning is largely the same in all children
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