Vygotsky was a Russian psychologist born in the 1800s. He is considered the founder of social theory. All of his research supports a child’s learning through social interactions and cultural influences. Social learning comes before cognitive and critical thinking. The thinking begins to differ from culture to culture. The children benefit from guided instruction from a peer or teacher. The teachers are essential in this pathway of learning because they will guide as well as drive the instruction. The learning is primary and the development is secondary.
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
This mentions that learning is likely to occur in an internal process isolated from the social environment. Nevertheless, it is prevalently seen that in PBL learners frequently employ the power of collaborative learning skills in groups to culminate the projects or partake in social interactions with others for mutual learning discussions, so PBL also lend some characteristics of social-constructivism of Lev Vygotsky (1980). The salient point of social constructivism is the significance of social interactions that influence on the individual cognitive development and the Zone of Proximal Development (ZPD) as well as the role of scaffolding (Barge, 2010). He valued social interaction as an integral role in one’s cognitive development and argued that learning is not merely through assimilation and accommodation processes of new knowledge of learners, but it should be integrated or combined in a social community where learners can interact (Harmer, 2014). In other words, based on Vygotsky’s arguments, one’ s world knowledge is bound to his/her individual experiences while mediated by social interplay with
Vygotsky believe that language and thought develop independently from each other and then they later merge. Since social aspects of learning were most important to him, he felt that children must first use language, talking and interacting with others, before they develop their inner thought process. He felt this transient of talking to others before be able
Vygotsky argued that since cognition occurs within a social context, our social experiences shape our ways of thinking about and interpreting the world. Vygotsky proposed that children learn through their interactions with more knowledgeable peers and adults. His concept of the zone of proximal development (ZPD) is the difference between what a learner can do without help and what a learner can do with help. According to Vygotsky, "what is in the zone of proximal development today will be the (child’s) actual developmental level tomorrow" His approach calls for teachers to incorporate students’ needs and interests when developing curricula. Every student should actively participate in a reciprocal interaction with their classmates and
Another major difference seen in Lourenco’s (2012) article is that Piaget felt that instruction lead to memorization and not a functional understanding. Piaget felt that we keep children from understanding something completely when we teach them something they could have discovered on their own. Concepts are formed naturally and scientific concepts are not gained by a teacher. Vygotsky on the other hand found that children did better with guidance form an adult. He felt that scientific concepts are gained from teachers and that the child-adult relationship promoted development. In his theory the adult or higher-functioning peer plays an important role in the child’s development and knowledge. Whereas Piaget’s theory looks at social relationships as two equal peers, Vygotsky’s theory looks at an authority based
This class has allowed me to become aware of certain experiences that I have experienced. Moreover, it allowed me to label to the schemas that I have created. In addition, it has also related to other psychology courses as well as past thoughts and reflections. Some of the concepts that I have connect with are the social cognition, group processes, and social influence. These topics are some of the topics that I was able to reflect on the most.
A critical idea advanced by Vygotsky is the need for the learner to be receptive to the personal accumulation of knowledge, to be in a zone of proximal development (ZPD). Regarding ZPD, Vygotsky states