ch 7 part 1 - vygotsky

vygotskys sociocultural perspective

russian psychologist born in 1896

cognitive growth occurs in a sociocultural context

• it evolves out of the childrens social interactions

cognitive development is inseperable from social and cultural contexts

• culture shapes childrens cognitive development

• collaborating with skilled partners helps cognitive growth

role of culture and thought

• culture often defines which cognitive activities are valued

• cultural provides tools that shape childrens thinking

• cultural practices help children to organize their knowledge and communicate to others

intersubjectivity

mutual, shared understanding among participants in an activity

intersubjectivity importance

• shared understanding of each others’s roles

• Children to lean through guided participation where they actively participate in activities with someone who is more skilled

• the structured interactions promotes cognitive growth

Zone of proximal development

the gap between what a learner can accomplish independently and what the learner can accomplish with the guidance and encouragement of someone more skilled

• skills in the zone are ready to develop

• skills outside the zone are well mastered or too difficult

scaffolding

teaching style in which adults adjust the amount of assistance offered based on the learners needs

private speech (vygotsky)

speech to oneself that helps to guide / control their behavior

• often used when child is struggling to solve a difficult problem

• ages 3-7 is common and beneficial

• eventually becomes inner speech

vygotsky contributions

• collaborative role between expert and novice

• learning among students

• peer tutoring

• collaboration on projects in the classroom

vygotsky weaknesses

• theory wasnt fully developed

• they may become dependent on help when they could have learned more independently