vygotsky

• 🔑 key assumptions

  • socioculturally driven
  • culture and language shape thinking
  • learning precedes development
• 👤 more knowledgeable other

  anyone with a better understanding or higher skill level than the learner

  • helps guide the child through learning until can perform the task independently
  • provide structured support and model behaviour
• 🌀 zone of proximal development

  gap between what a child can do alone and what they can do with help from an MKO

  • most effective learning zone
• 🪜 scaffolding

  support provided by MKOs to help a child learn a new task within their ZPD

  • support is gradually withdrawn as child gains independence and competence
  • must be contingent on learner's current ability
• what does effective scaffolding?

  • simplifying task
  • focusing attention
  • modelling
  • offering cues
  • praising effort
• 🗣️ role of language

  • private speech is a tool for thinking and problem-solving
  • private speech becomes internalised as inner speech
  • social function
• ✅ strength of vygotsky - factors

  emphasises social and cultural context

  • importance of interactions with MKOs and how learning is shaped by language
  • explains cultural variation in cognitive skills
  • more flexible and applicable
• ❌ limitation - support

  lacks detailed empirical evidence

  • ZPD and scaffolding aren't operationalised or tested under controlled conditions
  • difficult to replicate findings
  • weakens scientific credibility
• ✅ strength of vygotsky- application

  practical application in education

  • guided learning, peer tutoring and differentiated instruction
  • Wood et al - children learn more effectively when given structured support
  • demonstrates real-world value