Vygotsky’s Theory on Cognitive Development
Part 1
Developmental Theories differ in:
- Relative contribtuions of nature/nurture
- Processes infants use to learn about the world
- Degree of continuity/discontinuity
Lev Vygotsky: (Russian psychologist 1896-1934)
- Only became influential after his lifetime
Zone of proximal development - The domain that the learner can do unaided, as opposed to what they can’t do alone and need to be taught
- Support given exists slightly beyond current skills
Scaffolding - Providing support structures to help children master skills and learn about their world beyond their current level - Training wheels on a bike
Part 2
Domain-general processes
- Development emerges from domain-general processes of social interactions with a more competent other
Vygotsky argued that development is continuous and gradual
Recap
- Vygotsky argues that the main source of development is social interactions within the zone of proximal development
- Development emerges from domain-general processes of social interactions, and it is continuous
- Development prepares for participation in social and cultural interactions and practices
Concept Practice
Vygotsky’s Approach / Sociocultural Theory - Emphasize development resultig from interaction between child’s behavior and surrounding society
Jean Piaget - Child are active agents in their development
Vygotsky - Emphasize the role of parents, tachers, etc. in helping the child acquire knowledge