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Early childhood education philosophy
The importance of good early childhood education
Strengths And Weaknesses Of Vygotsky’S Sociocultural Theory
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Recommended: Early childhood education philosophy
Lev S. Vygotsky’s sociocultural theory is a sound theory in early childhood education that incorporates three main elements and three main concepts towards effective cognitive development that this author will later discuss in more detail. Vygotsky’s theory is effective with young children because proving evidence suggests how his practice of his theory precisely connects to the needs and characteristics of a young child. By providing creative and novel examples this author will present her understanding of developmental practices which clearly and precisely connect Vygotsky’s sociocultural theory to multiple influences on development and learning; to include but are not limited to incorporation of social, emotional, and cognitive development practices in connection to personal beliefs and classroom strategies.
To briefly describe Vygotsky’s theory of sociocultural cognitive development one needs to understand that there are three main elements involved that must be incorporated for success; culture, language, and social interaction, and three main concepts that are required for optimal cognitive development; the Zone of Proximal Development, scaffolding, and psychological tools (Louis, 2009).
The Zone of Proximal Development is the area in which a child needs assistance with because it is the area between the child’s current development level and level of development that the child is able to achieve (Perry, 2012). Scaffolding is one of the biggest factors in Vygotsky’s theory because this is when someone more skilled such as, a parent, teacher, or peer, assists the student to construct his or her next level of knowledge (Perry, 2012). There are actually two types of tools that can be incorporated to ensure cognitive devel...
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...to contribute to the learning environment and how multiple influences are a contribution to each child’s development, whether it is socially, emotionally, or cognitively. Remembering to equip students with the knowledge and skills necessary for them to foster social interactions deems essential to cognitive development and by scaffolding and use of tools the desired cognitive development will then occur, thus proving successful teaching strategies and theories.
References
Jaramillo, J. A. (1996) VYGOTSKY’S SOCIOCULTURAL THEORY AND CONTRIBUTIONS TO THE DEVELOPMENT OF CONSTRUCTIVIST CURRICULA. Education, 117(1), 133.
Louis, G. W. (2009). Using Glasser’s Choice Theory To Understand Vygotsky. International Joyrnal of Reality Therapy, 28(2), 20-23.
Perry, Nancy and Anita E. Woolfolk. (2012). Child and Adolescent Development .Upper Saddle River, NJ: Pearson Education.
Lev Vygotsky stages of development were not defined by age or biology. Social and cultural experiences were the basis for his theory. Consciousness was an end product of social interactions (Kearsley, 1994-2010). The history of the child’s society and his own personal history determine how the child thinks. Language is crucial for development as it is with words that a child conceptualizes and makes sense of the world (Schütz, 2004). A precept of Vygotsky’s theory wa...
Lev Vygotsky and Jean Piaget are the two most influential developmental psychologists in history so one might think they would have very similar theories but this could not be more wrong. Piaget (1896-1980) Piaget 's theory stems from the idea that children develop in mostly solitary and are unable to see others perspective and progress through four stages of development(book). A major challenge to Piaget’s theory is Lev Vygotsky’s (1896-1934) sociohoristic theory which suggests that children acquire the tools of thinking and learning through social interacrtion with family and peers (seans book). Both of these psychologists’ theories are very similar in a number of ways but have a few crucial differences which separate them. (BOOK)
This reading reminded me about how Vygotsky’s theory is mostly based on the interactions and influences help children to learn. I really do believe this theory is very accurate, because students can learn from each other. If a teacher is having trouble explaining a complex topic to a student, another student can explain it in more relatable way. Also, I was fascinated when I read about what cultural tools, were and how they related to Vygotsky’s beliefs. Learning about what cultural tools were, helped me to broaden my understanding of how crucial cultural tools are to student’s learning process. Also, the chapter did a great job of elaborating on how these tools can help to advance and grow in the understanding of student’s thinking process. Another aspect of this reading that interested me was the elaboration on private speech and the Zone of Proximal Development. Each of the definitions displayed help me to advance my own thinking on what it was and how it is used in regards to the education of students. The description of what private speech and how it is basically the inner narration of their thinking process helped me to understand how this aspect can help with students learning. Also, the Zone of Proximal Development helped me to make a connection to both what is and how it relates to private speech as well. The Zone of proximal development plays a crucial role in the
McDevitt, T. M., & Ormrod, J. E. (2010). Child development and education. Upper Saddle River, NJ: Merrill.
Lev Vygotsky’s theory of learning begins with the idea that cognitive development occurs from sociocultural origins, that through social interaction children learn how to think (Duchesne, McMaugh, Bochner & Krause pp. 84) and how to use and access language and communication skills specifically as members of their culture and society.
The next step in Piaget’s theory is the preoperational stage, in this stage children ages two to seven start their communication skills. Vygotsky also believed in scaffolding. Scaffolding is a way of learning. Someone provides the learner with clues and hints that help them with problem solving. This is different from Piaget because it is in that group setting.
John-Steiner, V., & Mahn, H. (1996). Sociocultural Approaches to Learning and Development: A Vygotskian Framework. Educational Psychologist, 191-206.
Maholmes, V., Lomonaco, G. C., (2010), “Applied research in child and adolescent development: a practical guide”, Taylor & Francis.
Vygotsky refers to these as tools of intellectual adaptation, which allow children to use basic mental functions more effectively, and these are culturally determined (McLeod, 2007). Vygotsky sees cognitive functions as things that are affected by beliefs, values, and these tools of adaptation of the culture in which a person develops. These tools vary culture to culture, but all play a large role in development. Even personal thoughts, the decisions that someone makes alone, are all effected by socio-cultural actions (Balakrishnan & Claiborne, 2012). Vygotsky also insists that emotion is an important part of understanding consciousness. He emphasized the development and cultural construction not only of meaning, but of emotion and directivity. It is hoped that through these two domains, the moral actions of children become acceptable and guide them into becoming moral citizens. (Balakrishnan & Claiborne,
...hildren. Each is of great importance in developing an overview of the evolutionary concept of human development. Children's cognitive development has an intimate relationship with the emotional, social, and biological developments they face. All these aspects are involved in the development of the intelligence in children. To conclude, the contrasting but significant work of these theorists illustrate how learning theories developed over a century ago are still highly influential in behavior towards early childhood education. While there may be differences of opinion between theorists, on which provides the most effective learning method, many of the insights provided by Piaget and Vygotsky all have substantial elements of reasoning. in the modern world today, and will continue to bear significance on the studies of childhood cognitive development for years to come.
The social and cultural environment is seen as a pivotal influence on cognitive development because all social interactions are based on the prevailing culture. As the child interacts with its social and cultural environment, carers are subconsciously transmitting the prevalent culture It is up to adults to “socialise” the children into the appropriate skills so they can function appropriately.
U.S Department of Health and Human Services. (n.d.). Retrieved from Early Childhood Learning and Knowledge Center: http://eclkc.ohs.acf.hhs.gov/hslc/ecdh/eecd/Domains%20of%20Child%20Development/Social%20and%20Emotional%20Development
Sociocultural is defined as relating to, or involving a combination of social (relating to human society) and cultural (taste in art and manners that are favored by a social group) factors.” (Socialcultural , 2010) You might ask why we are defining these words. It gives a better understanding of Vygotsky beliefs “that children seek out adults for interaction, beginning at birth, and that development occurs through these interactions.” (Morrison, 2009 sec 14.6) I agree that his theory is the best process for learning. Many people feel that social interaction and learning begin at birth, but there have been research conducted that fetus can learn through parental interaction. According to Fetal memory “Prenatal memory may be important for the development of attachment and other maternal recognition. There is much evidence that the fetus learns the speech characteristics of its mother prenatally and prefers its mother's voice to other female voices after birth. It may be that by learning to recognize its mother prenatally the newborn infant has a "familiar" stimulus in its environment after birth to respond to.” (Hepper, 2005, para 18).
For Vygotsky, children are seen as active beings on their development through social interactions with parents, teachers, and other adults, as well as by participating in their cultural activities. The interactions they have with other individuals and their culture opens their minds to new information and helps develop skills not previously attained. To further understand cognitive development in Piaget and Vygotsky’s theory, we must first look at the processes involved.
The basic principal of the sociocultural theory is the belief that intellectual development is “highly influenced by language, social interaction, and cul...