Vygotsky Theory of Cognitive Development

Vygotsky’s Views

Challenged Paiget (does not account for the impact of cultural and social context on cognitive development)

• Focuses on how beliefs, values, traditions and social skills are transmitted intergenerationally

• Saw cognitive growth as socially mediated. Three important aspects to him were culture, social interaction and language.

• Stated children gradually acquire new ways of thinking and behaving through cooperative dialogues with more knowledgeable members of society.

• Children learn by internalising what they see others doing

• Acquire higher mental functions such as symbolic thought and intentional remembering though guided instruction

• Process; skills exist externally, child interacts with others, skill becomes internalised over the course of development

Zone of Proximal Development

• Hypothetical space where the child interacts with caregiver/teacher, marks the difference between actual vs potential development

• Lower boundary = problem solving & tasks child can do independently

• Upper boundary = tasks they can do when assisted

• Beyond upper boundary = tasks too difficult even with assistance (beyond cognitive capacity)

• As a child masters tasks, support decreases and the old upper boundary becomes the new lower boundary

Scaffolding

Definition

• Temporary support given in the zpd provided while the task is being completed

• May include defining a task, breaking it down or demonstrating

• Strategies; read aloud, gestures, social groups, visuals etc

Role of Teacher/Caregiver

• Guide child through task

• Break tasks into smaller parts

• Use familiar examples

• Demonstrate skills

• Motivate learner

Goal

• Gradually remove support as competence develops

Cultural Tools

Definition

• Tools children use to learn and think

Mainly Language-Based

Examples:

• Language

• Writing systems

• Numbers

• Symbols

Development Process

1. Learned socially through interactions (interpersonal)

2. Internalised personally (intrapersonal)

Example

• Language first used socially

• Later becomes tool for thinking

Stages of Language Development

Social Stage (Birth–3 years)

• Language used to express:

  • Thoughts

  • Feelings

Egocentric Stage (3–7 years)

• Children talk aloud to guide behaviour

• Called external speech

Observation

• External speech increases during difficult tasks

Around 7 Years

• External speech becomes inner/private speech

• Children think silently using language

Result

• Language and thought merge

• Thinking becomes symbolic

Ways a cultural tool can be passed through individuals

1. Imitative learning; when 1 person tries to imitate/copy another

2. Instructed learning; involves remembering the instructions of the teacher and then using these to self-regulate

3. Collaborative learning; groups of peers who strive to understand each other and work together to learn a specific skill

Criticism of Outcomes-Based Education (OBE)

Problems Identified

• Expensive training/materials

• Other approaches ignored

• Loss of enthusiasm after democracy

Major Criticism

• Disadvantaged children struggled

• Basic skills neglected:

  • Reading

  • Writing

  • Calculating

Result

• Many learners remained illiterate