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

He was born in Russia on
November 17, 1896 and
died on June 11, 1934 at
the age of 37.



His work began when he
was s...


His experience, together
with his interest in literature
and his work as a
teacher, led him to
recognize social
interac...
Social
Interactions

Cognitive
Development

Language

Cultural Context

Sociocultural theory of development: emphasizes th...


Vygotsky emphasized that effective
learning happens through participation in
social activities.



Parents , teachers ...
This child is learning
to walk with the
help of a parent.
The parent holds
both hands so the
child doesn’t have
to focus o...
What are you
writing?

Father’s knowledge
of letters:
Structure
(date, salutation, bo
dy, etc.)
Purpose
(friendly, formal,...


Language can be viewed as a verbal expression of
culture.



Every culture has the words it needs for its lifestyle.

...
I gotta go
down, then
up, then
down. There.
N.

S is like a
sssssssnake.


Zone of Actual Development refer in
which the child may perform at a
certain level of competency and
she/he may not imm...
The Known:
What I can do by myself Zone of Proximal Development:
What I can do with the help
of someone else.
THE LEARNING...


refers to the support or assistance that lets the
child accomplish a task he/she cannot
accomplish independently.



I...
Unzipping the lunch bag, opening the food
container and putting straw in the child’s
juice tetra pack for her / him is NOT...


When the adult unzips the zipper an inch or
two and then holds the lunch bag still so
that the child can continue to un...


Adults and peers are critical to the learning
process through scaffolding .



Assisted learning: providing strategic ...
Lev Vygotsky’s Socio-Cultural Theory of Cognitive development
Lev Vygotsky’s Socio-Cultural Theory of Cognitive development
Lev Vygotsky’s Socio-Cultural Theory of Cognitive development
Lev Vygotsky’s Socio-Cultural Theory of Cognitive development
Lev Vygotsky’s Socio-Cultural Theory of Cognitive development
Lev Vygotsky’s Socio-Cultural Theory of Cognitive development
Lev Vygotsky’s Socio-Cultural Theory of Cognitive development
Lev Vygotsky’s Socio-Cultural Theory of Cognitive development
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Lev Vygotsky’s Socio-Cultural Theory of Cognitive development

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How do social interactions and language embedded within the cultural context influenced the cognitive development of an individual?

Publicada em: Educação, Tecnologia
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Lev Vygotsky’s Socio-Cultural Theory of Cognitive development

  1. 1.  He was born in Russia on November 17, 1896 and died on June 11, 1934 at the age of 37.  His work began when he was studying learning and development to improve his own teaching.  He wrote on language, thought, psych ology of art, learning and development and educating students with special needs.
  2. 2.  His experience, together with his interest in literature and his work as a teacher, led him to recognize social interaction and language as two central factors in cognitive development.  His theory became known as Socio-Cultural Theory of Development.
  3. 3. Social Interactions Cognitive Development Language Cultural Context Sociocultural theory of development: emphasizes the crucial influence that social interactions and language, embedded within a cultural context, have on cognitive development.
  4. 4.  Vygotsky emphasized that effective learning happens through participation in social activities.  Parents , teachers and other adults in the learner’s environment all contribute to the process. They explain, model, assist, give directions and provide feed back.  Peers, on the other hand, cooperate and collaborate and enrich the learning experience.
  5. 5. This child is learning to walk with the help of a parent. The parent holds both hands so the child doesn’t have to focus on both balance and moving her feet. Soon, this child will be able to walk and run by herself.
  6. 6. What are you writing? Father’s knowledge of letters: Structure (date, salutation, bo dy, etc.) Purpose (friendly, formal, etc. ) Conventional spelling and grammar I’m writing a letter Child’s knowledge of letters: Mom and dad write and receive letters.
  7. 7.  Language can be viewed as a verbal expression of culture.  Every culture has the words it needs for its lifestyle.  It opens the door for learners to acquire knowledge that others already have.  It is use to know and understand the world and solve problems.  It serves a social function but it also has an important individual function. It helps the learner to regulate and reflect on his own thinking.
  8. 8. I gotta go down, then up, then down. There. N. S is like a sssssssnake.
  9. 9.  Zone of Actual Development refer in which the child may perform at a certain level of competency and she/he may not immediately proficient at it.  Zone of Proximal Development refer to the difference between what the child accomplish alone and what he/she can accomplish with guidance of another.
  10. 10. The Known: What I can do by myself Zone of Proximal Development: What I can do with the help of someone else. THE LEARNING SPACE The Unknown: What I cannot do at all
  11. 11.  refers to the support or assistance that lets the child accomplish a task he/she cannot accomplish independently.  It is not about doing the task for the child while he/she watches.  It is not about doing short cuts for the child.  It should involve the judicious assistance given by the adult or peer so that the child can move from the zone of actual to the zone of proximal development.
  12. 12. Unzipping the lunch bag, opening the food container and putting straw in the child’s juice tetra pack for her / him is NOT SCAFFOLDING.
  13. 13.  When the adult unzips the zipper an inch or two and then holds the lunch bag still so that the child can continue to unzip the lunch bag is SCAFFOLDING.  Loosening the food container lid just a bit and letting the child open the lid himself is SCAFFOLDING.  Leading the straw to the hole and letting the child put the straw through the tetra pack is SCAFFOLDING.
  14. 14.  Adults and peers are critical to the learning process through scaffolding .  Assisted learning: providing strategic help in the initial stages of learning, gradually diminishing as students gain independence.  Teaching in the Zone—not too hard, not too easy, but JUST RIGHT.

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