LEV SEMYONOVICH VYGOTSKYSocial Cognitive Views of Learning

and the Zone of Proximal Development

Classroom Management University of Richmond Summer 2011

Christine Mingus

Biographical Information

L. S. Vygotsky(b.1896 – d.1934) was a Soviet psychologist whose work in the fields of child development and education continue to shape social cognitive views of learning

Most of his major work was developed in one prolific decade (1924 – 34), in which he wrote some 200 works

His most important publication was Thought and Language (published in English in1962)

Vygotsky and Piaget: Compare/Contrast

Similarities: Both men were born in the same year (1896) While neither received any training in formal

psychology, both men would exert great influence on developmental psychology and educational theory

Differences: Piaget: placed emphasis on structural aspects and

the biological origin of development Vygotsky: ‘stressed the contribution of culture,

social interaction, and the historical dimension of mental development ‘ (Ivic, p. 1)

The sociability of the child

Social interaction plays a formative role (a constructive function) in the child’s development and education

Vygotsky wrote in 1932 that:“It is through the mediation of others, through the mediation of the adult, that the child undertakes activities. Absolutely everything in the behavior of the child is merged and rooted in social relations. Thus, the child’s relations with reality are from the start social relations…” (Ivic, p. 3)

Vygotsky’s Educational Theories

Social Cognitive Theory: people are active (and not passive) participants in their education.

Education should be student-centered “Education contains nothing that is external to development” (Ivic, p.

8) Comprehension is a social constructivist process. It provides the

tools a child needs to develop internal processes and intellectual operations

View of the child as a social being The social context of learning: students should be taught within their

zone of proximal development (ZPD) (the level at which students can learn with the support of a more knowledgeable other -MKO)

Learning results from both direct experience and social interaction: “we learn from and with others”: a cooperative and interactive learning environment is essential in fostering students’ full engagement in the classroom

Criticisms

Some argue that his theories are insufficiently developed and operational – for example, “his theoretical arguments are not illustrated or supplemented by appropriate methodology.” (Ivic, p. 9)

While he emphasized the constructive contributions made by society and culture, he “never really managed to work out a critical analysis, in the modern sense, of those institutions.” (Ivic, p. 9)

Those very institutions, if disturbed, may be seriously damaging to individuals overall

He does not pay enough attention to specific teaching methods

Vygotsky rejected the importance of other ways of learning (though non-verbal imitation and self-discovery) (Gunning, p. 6)

Learning Potential

Vygotsky distinguished between students’

actual and potential development

Actual: what the child has learned up to the point of instruction (the level at which he or she is already functioning)

Potential (the goal): what the child is capable of achieving

The Zone of Proximal Development (ZPD)

Between these two levels is the ZPD:

“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” (Vygotsky, p. 84).

“Development is more productive if children are exposed to new learning precisely within their proximal zone of development. In this zone and with adult assistance children would be able to assimilate more easily what they would be incapable of assimilating if left to themselves.” (Ivic, p. 10)

Effective educators must create meaningful learning contexts to construct knowledge and build upon what the child already knows

Social Cognitive Theory In the Classroom

Teaching should be directed towards a child’s emerging skills (in the ZPD)

Activate prior knowledge via learning exercises(for example, think-alouds, K-W-Ls) in the anticipatory set of a lesson

Teacher models by example Provide collaborative hand-on

experiences and group activities (authentic tasks that build rigor, relevance, and relationships)

Scaffold to provide support, then release control to student as they demonstrate competence and confidence

Encourage dialogue (between students and teacher and between peers) – create a verbal rich environment

Create an environment of inclusion to foster students’ positive feelings about school and their abilities

Art Ex class with Ms. Mingus (spring 2010), William Fox Elementary (RPS)

The second grade students were learning about economics (History and Social Science SOLs 2.7 – 2.9). My PTA-funded art class expanded the lesson over three extra periods so that students could learn about architecture and community planning as we designed our own Box Cities. All architects and architecture students start their large-scale projects by making models of the buildings they design. Following an introductory discussion of buildings, architectural elements, and community zoning (industrial, residential, commercial, and recreational), each student was assigned a specific building to design and encouraged to talk about the goods and services they provided. These buildings were then created using construction paper and cereal boxes.

Once the buildings were finished, the students had to work together to decide how to plan their city, lay out the streets, and integrate parks and waterways. We then laid out our city and evaluated its strengths and weaknesses. In developing their spatial thinking, observation and drawing skills, and encouraging collaborative dialogue, they began to see that design is everywhere, and good design can make a city great.

The Box City Project: Vygotsky’s Principles in Action

Actual (prior) knowledge: What the children already knew (prior knowledge before beginning project):

History and Social Science SOLs 2.7 – 2.9 [basic economics] Familiarity with commercial activities and buildings as well as urban and

suburban living

ZPD: Students were: Given an introductory overview of urban zoning and architecture Assigned a specific building to design and encouraged to talk about the goods

and services they provided Instructed to design both the interior and exterior of their building and include

pictures of people using the goods and/or services provided within Encouraged to work cooperatively to lay out their city into particular zones once

the buildings were completed Asked to think critically about other businesses and buildings that should be

added to provide essential services to the community Asked to think about where to lay out green spaces and streets within the city

.

Laying it Out: Critical Student-Led Decision Making and Dialogue/Teacher As "Guide on the Side”

Above: the students decided to add a park with a fountain, a farmers market stand, a train and train tracks leading to the train station.

Left: Streets have not been laid out yet, but students decided to incorporate recreational areas: a pond and two playgrounds

Once building were made, students had to lay out their cities and think about zoning

The Box City Project

Potential knowledge: What was learned: Through the lessons, students developed: Collaborative work and dialogue skills Critical thinking skills (summarizing, questioning, clarifying, predicting) Better understanding of architecture and design relative in urban planning and

economic activities Spatial thinking, observation and drawing skills An appreciation of the importance of good design: design is everywhere, and

good design can make a city (and its economy) great

Sources

Gunning, Thomas G. (2010). Literacy Instruction for All Students. 7th ed. New York: Pearson Education, Inc.

Ivic, Ivan. (2000). Lev S. Vygotsky. UNESCO International Bureau of Education. Originally published in Prospects: The Quarterly Review of Comparative Education. Paris, UNESCO: International Bureau of Education, vol. XXIV, no. 3/4, 1994, p. 471 – 485. Retrieved from http://www.ibe. unesco.org/ publications/ThinkersPdf/vygotske.pdf.

Vygotsky, L.S. (1978). Thought and Language. Cambridge, MA: MIT Press.