Vygotsky believed that during the early stages of life as infants, language (nonconceptual speech) and thinking (nonverbal thought) were separate areas of development. Nonconceptual speech would be a child mumbling words without completely understanding their meaning. A child observing or playing with an object without using words would be nonverbal thought. As intellectual development continues, verbal thought begins connecting these two areas during early childhood. When this starts happening, children start using self-directed speech, “a verbal behavior in which children talk to themselves, naming objects or narrating their actions-particularly as they solve problems” (Trawick-Smith, 2010, p.53). This action demonstrates that children are being guided in learning through using language. Vygotsky believed that this verbal thought became more and more prominent throughout development and this learning continued to progress within the rest of the child’s life.
The basic principal of the sociocultural theory is the belief that intellectual development is “highly influenced by language, social interaction, and cul...
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...ces in attempts that they will appreciate and gain knowledge of different cultures. The child’s personal needs or ways of learning will also be taken into consideration when planning activities. Knowing about this theory will give me an idea of what to expect when teaching and how I can facilitate the teaching and learning experience for both myself and the child.
Grace, E. (2010). "Vygotsky & Socio-Cultural Theory - Kids Development." Kids' Progress, Behaviour, Learning and Thinking at Kids Development (UK). http:// www.kidsdevelopment.co.uk/vygotskysocioculturaltheory.html
Scott, S. & Palincsar, A. (2003). Sociocultural Theory. Education.com. http:// www.education.com/reference/article/sociocultural-theory/
Trawick-Smith, J. W. (2010). Early Childhood Development: a Multicultural Perspective. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
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