Vygotskys Theory of Development

general idea

A child’s cognitive development is based on interaction with other people in order to develop cultural tools to understand the world.

Zone of Proximal Development

the difference between what a child can achieve independently versus with guidance from a more knowledgable other

More Knowledgable Other

any individual that can help a child learn and develop skills through guidance and support.

Scaffolding

The breaking down of tasks by and MKO to help a child do what is beyond their capablility

Play

helps children develop their cognitive abilities to solve problems and strategize in theoretical situations

language

the primary mean in which children learn about culture

Preintellectual speech

babbling, laughing, crying, gesturing

Autonomous Speech

inventing own words for objects in an effort to connect with others

Naive speech

learning adult words and connecting them with obejcts

Communicative and egocentric speech

using sentences to communicate with others and help oneself guid through tasks

Strengths

Highlights the importance of social interaction, applicable in teaching

Limitations

lack of empirical support for some theories, does not account for individual differences

Nichols Aim

to investigate whether children working in groups would lead to better learning

Nichols Method

• split a class into three groups

  • two groups had a mix of lectures and cooperative learning

  • other group only had lectures

• measured the motivation of students

Nichols Results

groups with cooperative learning had higher levels of motivations

Winsler Aim

To investigate developmental stability and change in childrens private speech during preschool years

Winsler Method

• chdlren were observed engaging in individual problem solving task and measured their private speech levels

• teachers and parents reported on childrens behaviour in the classroom and at home

winsler Results

those who engaged in more private speech had more highly developed social skills