Vygotsky2008

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drburwell

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LevVygotsky: A Sociocultural Perspective ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Vygotsky: A Sociocultural Perspective ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Vygotsky vs. Piaget ,[object Object],[object Object],[object Object]

Vygotsky’s Central Ideas ,[object Object],[object Object],[object Object]

Vygotsky’s Central Ideas ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The Zone of Proximal Development ,[object Object],[object Object],[object Object],[object Object]

Limitations of Vygotsky ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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 Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals. (Vygotsky, 1978, p.57) “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers.”

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Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. Students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge and reality. Social constructivism, a social learning theory developed by Russian psychologist Lev Vygotsky, posits that individuals are active participants in the creation of their own knowledge. While social constructionism focuses on the artifacts that are created through the social interactions of a group, social constructivism focuses on an individual's learning that takes place because of his or her interactions in a group. A very simple example is an object like a cup. Cognitive constructivism comes from the work of Jean Piaget and his research on cognitive development in children. Social. Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. This is the Theory proposed by Piaget and Vygotsky.

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The work of Lev Vygotsky (1934) has become the foundation of much research and theory in cognitive development over the past several decades specially in Social Development Theory. Vygotsky's theories stress the fundamental role of social interaction in the development of cognition , as he believed strongly that community plays a central role in the process of "making meaning." He believed that Social Learning tends to precede development unlike Piaget's notion that childrens' development must necessarily precede their learning. He argued, "learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function" (1978, p. 90). Vygotsky has developed a socio cultural approach to cognitive development. His theories are incomplete due to death at an early age of 38. Some of his writings are still being translated from Russian.

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Forum 4: Based on what you’ve learned and your own experience, how does pretend play contribute to a child’s development? What qualities and skills do you think are important for academic and vocational success? How many of those qualities and skill are assessed by traditional intelligence tests? What advice would you give to parents and teachers who want to nurture creativity and special talents with children? Cognitive Development (Piaget) and Intelligence The topic for this week is cognitive development and intelligence from the perspective of Piaget and Vygotsky. Additionally, we will learn definitions of intelligence, the predictive value of intelligence tests, variations in IQ, the role of early intervention in intellectual development, and the development of creativity. Topics to be covered include: · Cognitive Development: Piagetian, Core Knowledge, and Vygotskian Perspectives · Role of Intelligence Testing in the Development of Educational Programs · Case Studies Related to Intelligence Cognitive Development We will begin to examine cognitive development, or how the intellectual capabilities of infants transform into those of the child, adolescent, and adult. First, let us define cognition. Cognition refers to the inner processes and products of the mind that lead to “knowing.” In other words, how do we acquire, comprehend, and apply knowledge? What transformations must occur for individuals to develop increasingly sophisticated mental capacities? JEAN PIAGET You have likely heard the name of Swiss cognitive theorist, Jean Piaget. According to Piaget, people are not cognitive beings at birth; instead, they discover, or construct, all knowledge of the world through their own experiences. As they begin to construct knowledge, they refine and organize the information in order to effectively adapt to their environments. This theory of active construction of knowledge is known as the constructivist approach to cognitive development. This approach follows children through four invariant (fixed order) and universal (assumed to characterize all children) stages: sensorimotor, preoperational, concrete operational, and formal operational. Throughout these stages, infants’ investigative behaviors gradually transform into the abstract, rational intelligence of more mature individuals. PIAGET'S STAGES OF COGNITIVE DEVELOPMENT SENSORIMOTOR PREOPERATIONAL CONCRETE OPERATIONAL FORMAL OPERATIONAL Piaget identified specific psychological structures called schemes (organized ways of making sense of experiences) that change with age. Initially, schemes are patterns of action involving the senses and motor functions. For example, a baby may simply grab and release an object. As the baby gets older, this scheme becomes more deliberate, and she may begin to throw the object down the stairs, up in the air, or against walls. In other words, she is thinking before she acts. When there evidence of this, Piaget says the child has moved ...

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