SOCIO CULTURAL VGOTSKY

• Cultural tools

  These can be physical tools like calculators or measuring instruments that help us solve problems. But they can also be symbolic tools like language or numbers that we use to communicate and understand the world.
• Socio cultural theory

  Think of it like this: A child doesn't learn in isolation. They learn from interacting with people around them – parents, teachers, friends, etc. These interactions help them understand concepts, behaviors, and even how to think.
• An MKO is anyone who has a higher skill level than the learner in terms of the specific task to perform. For instance, a child who is guided by verbal clues by the mother learns how to tear off the plastic covering of the cookies.
• children playing "Chinese garter" abide by the rules that they agree with. This is called a co-constructed process as the children negotiated to create an acceptable rule on how to play the game.
• The Zone of Proximal Development (ZPD) refers to the distance between what a student knows and understands independently and what he/she could know and understand if given guidance and support from others
• Vygotsky believed that learning takes place when there is interaction between the individual’s own efforts and those of other individuals. He referred to these social influences as “scaffolding” because they are temporary supports used until the person becomes independent.
• Scaffolding is the process whereby more knowledgeable persons assist less knowledgeable ones in completing tasks that would otherwise be too difficult for them to do alone. The scaffold is gradually removed as the learner gains mastery over the activity.
• Vygotsky's theory emphasizes that language plays a central role in the theory of human cognitive development
• •Through language, human cognitive development and higher mental functions are initiated from social communications. As people engage in social activities, they are involved in mental and communicative functions (Vygotsky, 1986).
• Egocentric Speech: This is when children start talking to themselves, often out loud, while they're doing something. It's their way of guiding their own behavior or solving problems. For instance, if a child's toy car isn't working, they might say "Sira na" or "It's destroyed". This self-talk helps them make sense of their world and their experiences.
• Social or External Speech (birth to approximately age 3): This is the first stage of speech development where a child starts to communicate with the world around them.
• Social or External Speech (birth to approximately age 3):

  They use simple words or sounds to express their needs or emotions. For example, a child might say "dede" or "milk" when they're hungry. The child isn't thinking about the words they're using, they're just using speech as a tool to get what they need or express how they feel.
• Private or Inner Speech (approximately ages 4 - 5): Children start to think about things without speaking aloud. They may still talk to themselves sometimes, but now it's mostly done silently. This allows them to focus on problem-solving and decision making without distractions. By keeping these thoughts private, they can work through complex issues and come up with creative solutions.
• The Zone of Proximal Development (ZPD) refers to the distance between what a student can accomplish independently and what he/she can achieve with assistance from an adult or peer. According to Vygotsky, it is within this zone that true learning occurs.
• Interpersonal Speech (ages 7+): At this point, children have developed enough understanding of how communication works that they can talk back and forth with others. They can share information, ask questions, and respond appropriately to what others say.
• Private or Inner Speech (approximately ages 4 - 5): During this stage, children begin to understand that other people can hear what they're saying. They also realize that not everyone knows everything they know. So, they start to develop private thoughts and ideas that they keep to themselves. These inner thoughts are expressed through internal dialogue or monologue.
• Inner Speech: This is the final stage where speech becomes internalized. Instead of speaking out loud, children start to think in words.
• This inner speech guides their thinking and behavior. It's like having a conversation with yourself inside your head. This stage is crucial for complex thinking and decision-making.

   
• Thinking not related to speech Thinking in the form of image, emotions Social or External Speech
• Egocentric Speech Thinking out loud Talking to oneself
• Speech internalized Speech guides thinking behavior Inner Speech
• The Zone of Proximal Development (ZPD) refers to the gap between what a child can do independently and what they can achieve with guidance or support from others. Vygotsky suggested that learning takes place at the edge of this zone, where individuals engage in collaborative problem solving and knowledge construction.