Vygotsky

• What did Vygotsky propose?

  That learning is a social process, in which children acquire new knowledge from MKO’s. Vygotsky emphasises the role of language in cognitive development which develops at a different time and rate compared to other cognitive skills. This was in contrast with Piaget, who believed that language developed at the same time as other cognitive skills. Vygotsky focused on language, culture, adults and social factors contributing to cognitive development.
• Vygotsky’s sociocultural theory - intro

  he believed that human development is a socially mediated process. children acquire cultural values using collaborative dialogues and MKO’s. This contrasts Piaget, who believes that social learning comes before development.
• Vygotsky’s sociocultural theory - adults

  adults are an important source of cognitive development. they transmit their cultural tools of intellectual adaptation that children internalise. However, Piaget emphasises the importance of peers in learning.
• ZPD - intro

  This refers to the learners ability to successfully complete tasks with the assistance of MKO’s and professional guidance. Social interaction supports cognitive development in the ZPD, which leads to higher levels of reasoning. Vygotsky believed that social dialogues have two important features.
• ZPD - 2 important features for social dialogues

  1. intersubjectivity = two people arrive at a shared understanding about a task by adjusting to the perspective of the other
  2. scaffolding = an adult gives less and less direct introduction when the child’s mastery of the task increases
• what support the ZPD?

  Freund = he conducted a study where children had to decide which furniture should be placed where in a doll’s house. Condition 1= the child investigated the house with the mother. Condition 2= the child investigated the house without the mother. Freund found that those who previously worked with their mothers showed more confidence compared to their first attempt at the task. He concluded that guided learning within the ZPD led to greater understanding than working alone.
• MKO - intro

  MKO’s are more knowledgeable others who have a higher ability level than the learner concerning a task. It doesn’t always have to be a teacher or an older adult, it can be the child’s peers. The MKO doesn’t have to be a person. Some companies use electronic performance systems to support employees in their learning process. However, MKO’s must have more knowledge about the topic than the learner.
• Effects of culture - intro

  Vygotsky claimed that infants are born with basic abilities of intellectual development called “elementary mental functions”, which develop in the first 2 years of life due to direct environmental contact. These elementary mental functions include = attention, sensation, perception, memory.
• effects of culture - tools of IA

  Vygotsky proposed tools of intellectual adaptation, which are methods of thinking and problem-solving strategies. The children internalise these through social interactions with MKO’s. Each culture provides it’s children with tools of intellectual adaptation, allowing them to use basic mental functions more effectively.
• effects of language - 3 forms of language

  Vygotsky believes that language develops from social interactions. He differentiates between 3 forms of language. 1- social speech. This is external communications to talk to others (develops age 2). 2- private speech. This is speech directed to the self that serves an intellectual function (develops age 3). 3- private speech goes underground. This is when private speech transforms into silent inner speech (develops age 7).
• effects of language - 2 critical roles in development

  1. this is the main means by which adults transmit information to children.
  2. language becomes a very powerful tool for intellectual adaptation.

  Thought and language are initially separate systems from the beginning of life, merging around 3. Speech and thought become interdependent.
• Educational implications - intro

  Vygotsky emphasises the collaborative nature of learning by building knowledge via social negotiation. He rejected Piaget’s assumption in which is it impossible to separate learning from its social context. He proposed that both teachers and students should assume non-traditional roles to engage in collaborative learning.
• educational implications - social constructivism

  Vygotsky’s approach to child development is based off of social constructivism. This is the idea that cognitive functions are the product of social interactions. This shows that knowledge is constructed and learning occurs through social interactions within cultural and historical contexts.