Perspectives on learning: the cognitive approach Vygotskys Social Development TheoryEDU 301 EDUCATIONAL PSYCHOLOGYDr. Hala FawziKingdom of Saudi ArabiaThe Royal Commission at YanbuYanbu University CollegeYanbu Al-Sinaiyah x

ObjectivesVygotsky

The role of language Language is the mother of all mental tools.MKOZPDScaffoldingIntersubjectivity and semiotic mediationMaturational ReadinessBrunerApplications of the Vygotskys Social Development Theory on Teaching & Learning Differences between Piaget and Vygotsky

Vygotskys Social Development Theory 1896 - 1934 Work remained little known -banned by Stalin after Vygotskys death Collapse of the Soviet Union meant greater dialogue between the West and Russia Vygotskys work translated into English

Vygotskys Basic Concepts

The major assumption of Vygotsky's theoretical framework is that social interaction and culture play fundamental roles in the development of cognition.Thought is the result of language. In other words, social interactions determines language use.

Knowledge: is handed from the experienced adults to inexperienced.

Young child was seen as a learner. He adapts to the environment by playing.

We are born with and governed by elementary mental functions (attention, sensation, perception and memory ) (unlearned capacities)

( Humans (pre-verbal infants) non-human animals, apes)Language , learned through social interaction will make thought, problem thinking possible...so these functions are transformed into new and more sophisticated mental processes higher mental functions 1. Language role is crucial to cognitive development.

Mediated Activity(Help us do mental work. So he called them mental tools)(Help us do physical work) SignsTools Speech Writing 2. Language is the mother of all mental tools.According to Vygotsky, humans use tools that are developed from a culture (speech ,writing) to mediate their social environments. As we internalize these tools we become smarter (i.e., we develop higher mental functions).higher order thinking skills)

Anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept.

The More Knowledgeable Other (MKO)The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, parents, experts, or even computers) Learning is largely mediated by social interaction of students and "More Knowledgeable Others"3. MKO

ZPD Zone of Proximal Development (ZPD) The range of tasks that are too complex to be mastered alone, but can be accomplished with guidance and encouragement from a more skillful partner student can work with theassistance of an instructor student can work independentlyWhat is not knownWhat is knownThe range of tasks that can be easily mastered by the learnerZPDZPDZPD is the area where the child cannot solve a problem by his/her own, but can do so with the help of MKO.

4. ZPD

ZPDTasks I cannot do even with helpTasks I can do only with helpTasks I can do all by myselfLearning guided by MKO

ZPD in a sense, refers to the potential to learn,) (intelligence according to Vygotsky, is the potential to learn)

Scaffolding

Vygotsky felt that individuals should be taught by using the scaffolding process .

Scaffolding, which refers to the context provided by knowledgeable people to help children to develop their cognitive skills.

5.Scaffoldoing

Left to his own devices, could this boy make his sister a birthday cake? An Example of ScaffoldingAn example of scaffolding on multiplication is on your book. p 18His mother uses scaffolding to create a situation in which he can begin to move into a zone of proximal development.

An Example of ScaffoldingAn important aspect of scaffolding is that there is a gradual withdrawal of support as the childs knowledge and confidence increase.So the child is being controlled or regulated by his mothers instructions/language.

Vygotskys Basic Concepts Learning precedes development Development precedes learning (Piaget) ( Vygotsky)A child is a little scientist who, without help, invents knowledge for himself/her self.. (Piaget)

A child is a learner. ( Vygotsky).

Vygotsky emphasised the role of culture and experience.

Summarizing Vygotsky's in points Vygotskys theory can be applied to all ages (not a stage theory) and emphasised individual development.

To learn, the individual (student) must internalise the instructions of the other (teacher) in order to self-regulate.

Inter-subjectivityShared understandingsemiotic mediationThe process to achieve this understanding (Jamieson (1994): a teacher tries to teach her student certain task.Languagethrough..For this learning to take place, there must be inter-subjectivity and semiotic mediation.Language role is crucial to cognitive development.6. Intersubjectivity and semiotic mediation-

Intersubjectivity and semiotic mediation-

We will stop here

Bruner, Piaget, VygotskyKingdom of Saudi ArabiaThe Royal Commission at YanbuYanbu University CollegeYanbu Al-Sinaiyah x

BrunerLanguage reflects and enhances learning, together with transforming knowledge and experiences. Agrees and disagrees with.

Language learned in social interaction ultimately makes thought and problem solving possible. Knowledge is imparted by MKO. Agrees with Piaget VygotskyExpanded Vygotskys views about scaffoldingVygotsky.Individuals need to construct their own understanding of the world.(Discovery learning).p.14. Agrees with

Piaget

For Bruner, there are three modes necessary to adults engaging in problem-solving activities. enactive representation, iconic mode and the symbolic mode.

All these modes are necessary for an adult engaged in problem solving activities.BrunerYou need to study: 1. Burners ideas of Modes of processing information. P:12 2. Burners ideas of spiral curriculum. (develops and re-develops concepts at different ages with increasing complexity. Page 17.

Do you remember maturational readiness??Maturational Readiness

According to PiagetChildren cannot learn a concept before they are ready.You cannot speed up development.Teaching a child a concept early prevents the child from discovering it for themselves and thus limits understanding.

Maturational ReadinessYes, you can speed up (accelerate) cognitive development.

If language forms thought , then new concepts can enhance cognitive process.(subjectivity) According to Vygotsky and Bruner

Assumes that at certain ages, individuals become cognitively capable of learning certain concepts. Read the example on page 13.7. Maturational Readiness

Maturational ReadinessMaturational ReadinessAccording to PiagetChildren learn a concept before they are ready.You cannot speed up development.Teaching a child a concept early prevents the child from discovering it for themselves and thus limits understanding.

According to Vygotsky and BrunerYes, you can speed up cognitive development.If language forms thought , then new concepts can enhance cognitive process.(subjectivity)Example on page 13: the teacher is talking about maturational readiness.**Read about Wood, Bruner and Ross (1976) study (p. 13) and link this to how curriculum should be taught, learning styles and teaching.

Applications of the Vygotskys Social Development Theory on Teaching & Learning ZPD: puts emphasis on effective instruction as key to the learning process. Instructions need to be targeted to the students Zone.

Scaffolding: Offer help when Ss is struggling. Withdraw when succeeding. Students play an active role in learning. Children are seen as active participants in their education

Roles of the teacher and student are therefore shifted,: a teacher facilitates meaning construction in students.

Teachers in Vygotskys classroom would favor guided participation (read about Discovery Learning in your book) in which they:structure activities provide helpful hints or instructions that suit students abilitiesmonitor the learners progressgradually turning over more of the mental activity to their studentsPromote cooperative learning exercises with the help of MKO. Applications of the Vygotskys Social Development Theory on Teaching & Learning

Differences between Piaget and Vygotsky Language and Thought

For Piaget, language is a product of cognitive development. In other words, cognitive development determines language use .

Vygotsky believed that language develops from social interactions, for communication purposes. Later language ability becomes internalised as thought and inner speech. Thought is the result of language. In other words, social interactions determines language use.

Differences between Piaget and Vygotsky Stage TheoryPiaget emphasised universal cognitive change.

Vygotskys theory can be applied to all ages (not a stage theory) and emphasised individual development.

Discovery Learning (Education)Piaget called for self-discovery: discovery learning with little teacher intervention. Vygotsky promoted guided discovery in the classroom with the help of a MKO.

Differences between Piaget and Vygotsky Knowledge?The child?The teacher?The curriculum?

Take away points ..

1. 4. 7.2. 5. 8.3. 6. 9.

*****In this case proximal means what comes next.

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