Vygotsky’s Theories on Cognitive Development
In order to
get an understanding Vygotsky’s Theories, it is important to noteworthy some of
the main points of view according to the main principles of Vygotsky’s work; as
we can see in many documents that talk about the Vygotsky’s Theories, it can be deduce that He is the Champion of Social
Constructivism because He advocated the view that “children’s thinking and meaning-making
is socially constructed and emerges out of their social interactions with their
environment” (Kaufman, 2004, p. 304). According to this, it can be summarized the
main characteristics of Constructivism, as following:
- Constructivism: is hardly a new school of thought.
- Its emphasis in social interaction and the discovery.
- Vygotsky’s theories emphasizes on role of social interaction in the development of cognition.
- It is noteworthy that Vygotsky believed that the society or community plays a central role in the process of “Making meanings”.
- Two branches of constructivism: Cognitive (Vygotsky places more emphasis on the construction of our own representation of reality, the learner have to have the ability to discover and transform complex information if they wants to develop their thinking skills ) and Social (Also Vygotsky places more emphasis on culture and how the cognitive development varies across cultures, on the other hand, the social interaction and cooperative learning allow learner to constructing their own reality )
- Constructivist learning is congruent with how the brain learns, the constructivist education is the best way for leaners to learn.
- Children now days are not passive in knowledge, on the contrary they construct their own understanding of the world we live in, the teacher’s role is to have the ability to create and built an environmental that allows children to developing thinking skills.
This is an
informative video, shows what it looks like when teacher implement Vygotsky principles
in their teaching, it is a nice example to understand Vygotsky’s theory about Zone
of Proximal Development, look at it.
Vygotsky’s Theories
(Image made
by Sandra Cuadros)
(Image made
by Digna Rosa Estrada)
This is the link about the audio record, in which we can find the little instruction to consolidate this blog.
ResponderEliminarhttp://vocaroo.com/delete/s1z5w3apNPTN/3450b3f6d83992d5
Constructivism (Lev Vygotsky, Jean Piaget and David P. Ausubel) is a theory of knowledge which defends the person from their previous knowledge construct new knowledge. Constructivism for education is not a single transmission of knowledge.
ResponderEliminarSignificant learning: the student knows a knowledge relating to the application to daily life, so that this knowledge and serves as should apply. The teacher is a facilitator of learning. Learning is made autonomous and independent, that is, increasingly, need the help of more experienced adults.
Vygotsky thinks the child is the main responsible for their learning, they are building their own knowledge however require a mediator to guide them in this task.
ResponderEliminarthe theory of social development covers three main concepts:
Theory of social development: the cultural development of a child occurs first called interpsychological socially and secondly at individual level or staff called intrapsychological.
The other with more knowledge: it is someone else who has more capacity or knowledge the learner.
the ZPD is the distance between the known and the unknown by the learner. this is the difference between the trainee's ability to perform a certain task under the guidance of another with more knowledge.
The traditional model where the teacher or tutor conveys or transfers information to students is still applied in many educational institutions. On the other hand, the Theory of Social Development has been able to change this tradition, explaining that the student (trainee) should have an active role in learning for this process to occur faster and more efficiently. Thanks to the Theory of Social Development, many schools are encouraging recitation in order to reciprocity in the learning experience in the classroom. This means that the teacher learns from students when students learn from him.
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ResponderEliminarThis theory is the development of thinking and learning. It Vygotsky emphasizes mental activity as the fundamental characteristic of human beings. Where it is considered the development of thought as something socio-genetic. Where man does not face the world with his one nature but also by material tools that allow you to act on the surrounding environment or psychological tools that are our ways of behavior. The world is given by a set of signs therefore our behavior is determined by the meaning that is associated with each of the objects. The set of signs is constituted by the language either written or spoken. Later joins his thinking to the external language with which the verbalized thought originates.
ResponderEliminarAlso to say in conclusion that I should mention that Vygotsky's theory has great influence in education today, as we mentioned fundamentals to develop the teaching that we are heading, among which are: The development of individual will be based on the context and the social interaction that can be given. The context is the central base development theory promoted by Vygotsky.
At this point I would like to comentary into an extremely important issue for Vygotsky as is the culture, (part of their socio-cultural theory):
ResponderEliminarCulture is acquired by the environment in which we live, is a transmission of socialization. The example set in class, before women married early and had several children, was a form of culture a common environment, at that time they were all accustomed to this way of life, and was the culture in which they lived.
Culture determines the formation of a society, culture is the result of socio-cultural conditions in which they interact.
On the other hand, the thesis of Vygotsky where he speaks of higher psychological processes explains that these are given twice, one of interpsychological, between people and after that is interpsychological way inside ("the place that you came you as the Romans "), such as going to the United States, so you do what you do there, because you adapt to that society, the law on smoking in public and enclosed spaces, then to be in the United States, that do not smoke in the public places, because you're in another society, another culture is another socio-cultural environment, it is exposed to another scenario, therefore higher psychological processes are commensurate with their socio-cultural environment.
Language is the socio-cultural instrument par excellence, which has a social origin, is genetically acquired, the route of acquiring the instruments are in culture, likewise written language, computer, phone, chip computer , a PDA, etc. or instruments are artifacts of culture.
ResponderEliminarThe role is crucial to the subject operate their zone of proximal development is that you do not know but you can get to learn with the help of another example not know anything about carpentry, but if it helps myself an expert I learn to make a chair. Therefore it is the interaction that occurs in the other, with the expert transmitting their values and social language,
Constructivism
ResponderEliminarConstructivism is the tool by teachers give students acquire their own point of view on a topic, your criticism, your opinion, a good example would be the roundtable is the clearest way to expose various points of view and compared to those of teachers, is to allow through constructivism be responsible for the words and situations which we live and know the consequences.
The Zone of Proximal Development is what the child can learn by himself and what you can learn with the help of others.
Vygotsky’s Philosophy
ResponderEliminarVygotsky's approach is to consider the individual as the result of historical and social process where language plays an essential role. For Vygotsky, knowledge is a process of interaction between subject and medium, but the average socially and culturally understood not only physical.
<< The thoughts and words are not cut from the same cloth. In a sense there are more differences than similarities between them >> (Vygotsky, 1962, p. 126) .The speech is a language for thought, not a language of thought.
Examples of my theories in action.
Teaching the English language is not easy and more now that there are many people who say I do not like, do not understand, the big mistake of many adults is that they are transmitting this negativism children, personally I do not apply the kind of English because in each material llamese math, science, language Castilian as in Place with a simple "open book" if you want to go to the bathroom I pronounce it in English, "close the door salon", there are many commands that can transmit to children from reaching the kind of English lost, because they speak something that he does not understand and write different from what he writes in other subjects, is fomenter their love for one second language, is to show that not
only in the class of languages other than English wherever we are we do with young commandos, is to require speak and that they require a dynamic way.
Mural
Description: For this exercise paper, markers of different colors are needed; can be performed in open or closed spaces. The paper on a flat part is placed, can be fitted with background music, students should paint traces on paper without lifting the markers. When finished we will see the work of each group.
Example of classroom: a clear example of this theory is when the child is in preschool and he does not have the appropriate language used according to his age. Then, it is necessary, as teachers, to promote social interaction among students, teacher and context, in order to provide the kid with a space to foster meaningful learning in which he can feel the necessity to express himself and communicate his ideas, emotions and thoughts allowing him to use new words and at the same time he can associate them with the environment to be partners, teacher and classroom
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