Vygotsky's theory proposed that (1) cognitive development occurs through social interactions where children learn from more skilled members of their culture, and (2) thinking is mediated by cultural tools like language and concepts. He argued that cognitive functions develop on two levels - first through social interactions, then through internalization as children master new skills through assisted learning. Vygotsky emphasized that learning precedes development, and introduced the concept of the "zone of proximal development" to describe a child's potential when solving problems under adult guidance or collaboration.
2. COGNITION AND CULTURE
Culture provides the tools which would shape how
children think and what they think about.
The socio-cultural theories of cognitive development.
3. LEV VYGOTSKY
(1896-1934)
(1) A Russian psychologist.
(2) Studied the cultural factors that differ among
children.
4. VYGOTSKY’S SOCIOCULTURAL
PERSPECTIVE
THE SOCIAL SOURCE OF INDIVIDUAL’S
THINKING :
(1) DEVELOPMENT OCCURS IN SOCIAL
INTERACTIONS
(2) COGNITIVE FUNCTIONING IS MEDIATED
BY CULTURAL TOOLS
5. (1) DEVELOPMENT OCCURS IN SOCIAL
INTERACTIONS
Socially shared activities.
Example: pointing
6. Two Levels of Knowledge
DEVELOPMENT IS THE
TRANSFORMATIONS OF SOCIALLY
SHARED ACTIVITIES INTO
INTERNALIZED PROCESSES
INTERMENTAL LEVEL
INTRAMENTAL LEVEL
7. IMPORTANT POINTS
Individual Reciprocal
Development Interactions
INTRAMENTAL INTERMENTAL
LEVEL LEVEL
Internalization
OF SOCIALLY
SHARED
ACTIVITIES
8. (2) COGNITIVE FUNCTIONING IS MEDIATED BY
CULTURAL TOOLS.
Technical Tools
Examples: (1) the invention of paper and
memory, (2) computers and word processing.
Psychological Tools (the tools of thinking)
1. Conceptualization systems
(calendars, clocks, maps, etc.)
2. Language
9. PIAGET AND VYGOSKY COMPARED
PIAGET VYGOTSKY
STUDIED UNIVERSAL STUDIED CULTURAL
PATTERNS OF PATTERNS OF
COGNITIVE COGNITIVE
DEVELOPMENT DEVELOPMENT
THE CHILD AS THE
CONSTRUCTOR OF THE CHILD AS THE CO-
KNOWLEDGE CONSTRUCTOR OF
KNOWEDGE
10. THE ZONE OF PROXIMAL
DEVELOPMENT
THE DISTANCE BETWEEN THE ACTUAL
DEVELOPMENAL LEVEL AS DETERMINED BY
INDEPENDENT PROBLEM SOLVING AND THE
LEVEL OF POTENTIAL DEVELOPMENT AS
DETERMINED THROUGH PROBLEM SOLVING
UNDER ADULT GUIDDANCE OR IN
COLLABORATION WITH MORE CAPABLE PEERS.
12. LEARNING AND DEVELOPMENT
PIAGET VYGOTSKY
Learning is subordinate Learning proceeds
to development. development.
The concept of readiness
The concept of guided
participation and
scaffolding
13. How Do You Scaffold?
Model performance.
Pair advanced learners with developing ones.
Provide prompts, links, suggestions, guides.
14. Cognitive and Social Constructivism
See Chapter 9, p. 310
Cognitive Constructivism Social Constructivism
Vygotsky’s Theory:
Piaget’s Theory:
(1) THE SOCIAL SOURCE OF
(1) LEARNERS ARE INDIVIDUAL’S THINKING
ACTIVE IN (2) DEVELOPMENT IS THE
CONSTRUCTING THEIR TRANSFORMATIONS OF
OWN KNOWLEDGE SOCIALLY SHARED
ACTIVITIES INTO
(2) SOCIAL INTERNALIZED
INTERACTIONS ARE PROCESSES
IMPORTANT TO
KNOWLEDGE
CONSTRUCTIONS
15. PIAGET /VYGOTSKY
CHILD IS ACTIVE AND CHILD IS ACTIVE AND
CONSTRUCTS CO-CONSTRUCTS
KNOWLEDGE KNOWLEDGE
SECOND WAVE
FIRST WAVE CONSTRUCTIVISM
CONSTRUCTIVISM THE FOCUS IS ON
THE FOCUS IS ON GROUP LEARNING AND
INDIVIDUAL LEARNING ON THE SOCIAL AND
AND THE CULTURAL SOURCES OF
PSYCHOLOGICAL KNOWING
SOURCES OF KNOWING
See Table 9.2, p. 313
16. HOW IS KNOLWEDGE
CONSTRUCTED?
PIAGET - Internal –
• PERSONAL EXPLORATION
INTERNAL Knowledge is
not a “mirror”
DIRECTION of reality
Knowledge is Experience-
organization-
constructed structural
• SELF DISCOVERY
transformations
by • VS
• DIRECT TEACHING
transforming,
organizing, re
organizing
existing
mental
structures.
17. VYGOSKY
Knowledge is • Personal
-EXTERNAL constructed based on exploration
AND social interpretations
INTERNAL and experience. It is embedded in social
DIRECTION filtered by cultural encounters
beliefs, language, etc.
Knowledge
is
constructe Knowledge grows • Guided
d based on through the
discovery, Problem
interactions of internal
social (cognitive) and based learning and
interaction external collaboration affect
(cultural/social)
s and factors learning
experience.