Vygotsky stage of learning
Door Njood mohammed
1. Implications of the ZPD for Learning and Teaching:
1.1. Observing children helps us to know whether a child is “in the zone” or not.
1.1.1. we need to determine what a child can do alone and what they are currently trying to achieve before we can decide how to support them.
2. Vygotsky stage of learning
2.1. private speech or self directed speech: The use of language to form thoughts and ideas, or for self guidance either silently (inner speech) or by talking to one self.
3. Piaget Vs. Vygotsky:
3.1. Vygotsky
3.1.1. The active involvement of the child on the environment as the major influence on cognitive development.
3.2. Piaget
3.3. The active involvement of the child on the environment as the major influence on cognitive development.
4. Basic Principles of Vygotsky’s Sociocultural Theory
4.1. Children actively construct knowledge. Development cannot be separated from its social context. Assisted (scaffolded) learning reveals a ‘truer’ picture of cognitive ability. (What you are capable of knowing and doing should be judged in an ‘assisted learning situation’) Language plays a central role in cognitive development.
5. Social Make-believe Play serves as a ZPD in which:
5.1. Children begin to increasingly organize and master their behaviors; trying out a variety of challenging skills.
5.1.1. Imaginary situations that contain a set of rules and roles, allow for the practicing of regulating behaviors.
5.1.1.1. Actions are gradually brought under the control of thought via ‘inner’ speech.