Vygotsky

1. Lev Vygotsky Social Constructivism ~ A strong emphasis on the social contexts of learning and the idea that knowledge is mutually built and constructed.

2. Zone of Proximal development (zpd) The range of tasks a child can learn with guidance. The lower limit signifies the child’s skill level when working alone, while the upper limit is the level they can attain when working with an instructor. This is called developmentally appropriate teaching, because you are acknowledging that every child is at a different stage in their development. (Santrock, 52)

3. Scaffolding The instructor adjusts their level of support/guidance to accommodate for the child’s current performance If the child is performing in the upper limits of the ZPD, less guidance is needed; But, they can step in when they feel the child can no longer advance with support Scaffolding - it’s just how it sounds!! 

4. Language and thought Children use speech to help them solve problemsand to plan, guide, and monitor their behaviour Private speech – children talk aloud to themselves Vygotsky argues that private speech can play a positive role in a child’s development, as it makes them more socially adept Language has a strong role in shaping thought. In Vygotsky’s opinion, the two develop independently, but then merge.

5. How can you (as an educator) apply Vygotsky’s theories to your classroom? Determine the child’s ZPD by presenting them with tasks of varying difficulty and assessing their skill level based on their performance Educate in the child’s upper-limit of ZPD to help them improve their skill level. Provide support and encouragement. Assign homework that caters to the child’s lower-limit so they are able to do it Pair children with peers of a higher skill and/or age level Encourage private speech Make learning meaningful; apply it to real-world settings Use cultural tools; develop self-regulation; ZPD; Scaffolding; private speech; shared activity; and encourage play as an important component of a child’s development

6. Source: Santrock, J. W. (2011). Educational Psychology (5th ed.). Cognitive and Language Development (pp. 50-57). New York, NY: McGraw-Hill.