Vygotsky

• What are elementary mental functions?

  Children are born with these and these are the most basic mental functions that are needed for life.
• Name the elementary functions

  Sensations, perception, attention and memory
• What are tools of culture?

  Through interaction with experts the infant learns these tools of culture which are gradually internalised.
• Identify the tools of culture you need to know

  Language
• What does language allow?

  Language allows for the elementary mental functions to develop into higher mental functions.
• Identify the higher mental functions

  Logical thinking and external monologue
• Zone of proximal development

  The gap between a Childs current development level and their level of potential. The way they are able to reach the potential is through crossing these zones through process of scaffolding.
• scaffolding


  The provision of support to a child from a knowledgeable other to help them cross the zone of proximal development. as the child gains higher cognitive abilities the support is withdrawn and they gain independence.
• Process of scaffolding


  Demonstration, instruction and encouragement
• EVAL - not scientific

  Criticised for being qualitative and the measures of ZPD and MKO is not falsifiable. So scientific credibility is reduced
• EVAL - support for scaffolding

  Research on Declining Expert Help: Corner and Cross (2002)

  Research on scaffolding shows that the level of support provided by an expert decreases as the learner becomes more capable. In a longitudinal study, 45 children were observed at ages 16, 26, 44, and 54 months while solving tasks with their mothers' help. Over time, the mothers provided less direct help, shifting to hints and prompts as the children gained experience. This supports the idea that scaffolding is gradually withdrawn and tailored to the child's growing abilities.

  Increasingly offered help when neede not constantly - supporting the role that the support is withdrawal as older and how the scaffolding is tailored.
• EVAl - support for ZPD

  Evidence for ZPD: Roazzi and Bryant (1998)

  In their study, 4-5-year-old children were asked to estimate the number of sweets in a box.

  When working alone, the children struggled and gave poor estimates.

  When working with an older child, the children received guidance and prompts, and as a result, most of them improved and were able to master the task.

  This study provides evidence for Vygotsky's Zone of Proximal Development (ZPD). It shows that children can develop new skills and reasoning abilities through interactions with a more knowledgeable individual. This supports the idea that ZPD is a valid concept, as it demonstrates how guided support can help a child progress beyond their current abilities.
• EVAL - RWA


  The concept of scaffolding has been highly influential in education over the past decade, particularly in the idea that children can learn more effectively with appropriate support. This has raised expectations for student achievement. Social interaction, such as through group work and peer tutoring, has been used to scaffold children through their Zone of Proximal Development (ZPD).

  Supporting evidence comes from a study where 7-year-olds tutored by 10-year-olds made greater progress in reading compared to those who only received whole-class teaching. This highlights the effectiveness of expert guidance in learning, with teaching assistants also showing increased rates of progress. However, it's crucial that the support provided is from individuals with appropriate training to ensure expert input.