Social Constructivist.pptx

Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. Students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge and reality. Social constructivism, a social learning theory developed by Russian psychologist Lev Vygotsky, posits that individuals are active participants in the creation of their own knowledge. While social constructionism focuses on the artifacts that are created through the social interactions of a group, social constructivism focuses on an individual's learning that takes place because of his or her interactions in a group. A very simple example is an object like a cup. Cognitive constructivism comes from the work of Jean Piaget and his research on cognitive development in children. Social. Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. This is the Theory proposed by Piaget and Vygotsky.

1. Social-constructivist Theory of Learning- ( Views of Piaget and Lev VygotskY ) Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. Students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge and reality . Constructivism   promotes social and communication skills by creating a classroom environment that emphasizes collaboration and exchange of ideas . Students must learn how to articulate their ideas clearly as well as to collaborate on tasks effectively by sharing in group projects. Jean Piaget is known as one of the first theorists in constructivism . His theories indicate that humans create knowledge through the interaction between their experiences and ideas . Social constructivism was developed by post-revolutionary Soviet psychologist  Lev Vygotsky .

2. Lev VYGOTSKY- Vygotsky was born in Russia on November 17, 1896 and died on June 11, 1934 at the age of 37. His work began when he was studying learning and development to improve his own teaching. He attended Moscow State University, where he graduated with a degree in law in 1917. He is considered as the father of social constructivist theory. He followed the work of Jean Piaget – who is attributed as the roots of constructivism. While Piaget focused on stages of child development and individual construction of knowledge, Vygotsky identified the greater socio-cultural context. He wrote on language, thought, psychology of art, learning and development and educating students with special needs .

3. Social Interactions

4. SOCIAL INTERACTIONS- Vygotsky emphasized that effective learning happens through participation in social activities. Parents , teachers and other adults in the learner’s environment all contribute to the process. They explain, model, assist, give directions and provide feed back. Peers , on the other hand, cooperate and collaborate and enrich the learning experience. Basic Principles of Social Constructivism Children construct their knowledge. Development cannot be separated from its social context. Learning can lead to development. Language plays a central role in mental development.

5. This child is learning to walk with the help of a parent. The parent holds both hands so the child doesn’t have to focus on both balance and moving her feet. Soon, this child will be able to walk and run by herself . What are you writing? Father’s knowledge of letters: Structure, Purpose, Conventional spelling and grammar I’m writing a letter Child’s knowledge of letters: Mom and dad write and receive letters. Language can be viewed as a verbal expression of culture . Every culture has the words it needs for its lifestyle. It opens the door for learners to acquire knowledge that others already have. It is use to know and understand the world and solve problems. It serves a social function but it also has an important individual function. It helps the learner to regulate and reflect on his own thinking.

6. Major Themes given by VYGOTSKY-

7. Social Interaction- Vygotsky felt social learning anticipates development. He believes that young children are curious and actively involved in their own learning and the discovery and development of new understandings.

8. More Knowledgeable other- Many times, a child's peers or an adult's children may be the individuals with more knowledge or experience. For example: Who would know more about the latest teen music group, how to be the newest black ops game, or what is the latest dance moves, a child or their parent?

9. Zone of Proximal Development (ZPD) This is an important concept that relates to the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner. According to Vygotsky learning occurs here. Vygotsky sees the ZPD as the area where the most sensitive instruction or guidance should be given, allowing the child to develop skills they will then use on their own, developing higher mental functions .

10. Zone of Proximal Development Vygotsky is most recognized for his concept of Zone of Proximal Development or ZPD pertaining to the learning of children. However, with an appropriate amount of assistance, these children can accomplish the task successfully. The lower limit of a child’s zone of proximal development is the level of analysis and problem-solving reached by a child without any help. The upper limit, on the other hand, is the level of additional responsibility that a child can receive with the support of a skilled instructor. As children are verbally given instructions or shown how to perform certain tasks, they organize the new information received in their existing mental schemas in order to assist them in the ultimate goal of performing the task independently.

11. Components of Social Constructivism- P eer interaction, scaffolding and modeling are important way to facilitate individual cognitive growth and knowledge acquisition. Peer Interaction- The shared social interactions when peers work on tasks cooperatively serve an instructional function. Scaffolding - Psychologist and instructional designer Jerome Bruner first used the term 'scaffolding' in this context back in the 1950s. The term scaffolding refers to a process in which teachers model or demonstrate how to solve a problem, and then step back, offering support as needed (supports may be recourses, compelling a task, templates and guides etc.). Modelling or Reciprocal teaching- It involves interactive dialogues between teacher and small group of students. At first, the teacher models the activities. After that teacher and students take turns being the teacher. Eg .- reading comprehension.

12. Educational Applications of Social Constructivists Theory- Child is an active participant in the learning process. Individual differences are considered. Teachers assist children in discovery. Each Child’s proximal zone of development to be considered. Promote fantasy play. Interactive Class-Child to Child and Child to Teacher. Give demonstrations, give freedom to certain extent, give responsibility, cooperative learning etc. to be done.

13. Jean Piaget- Piaget was born in Switzerland in the late 1800s and was a precocious student, publishing his first scientific paper when he was just 11 years old. His early exposure to the intellectual development of children came when he worked as an assistant to Alfred Binet and Theodore Simon as they worked to standardize their famous IQ test. Much of Piaget's interest in the cognitive development of children was inspired by his observations of his own nephew and daughter. Children were earlier treated simply as smaller versions of adults. Piaget was one of the first to identify that the way that children think is different from the way adults think.

14. 3 Main Concepts in piaget’s Theory-

15. SCHEMA- Mental Structures that an individual uses to organize knowledge . A schema, or scheme, is an abstract concept proposed by J. Piaget to refer to our, well, abstract concepts. Schemas (or schemata) are units of understanding that can be hierarchically categorized as well as webbed into complex relationships with one another. For example, think of a house .

16. ASSIMILATION and Accommodation- According to Piaget, the learning process involves the following:- Assimilation : Attempting to interpret new information within the framework of existing knowledge. Accommodation : Making small changes to that knowledge in order to cope with things that don't fit those existing frameworks.

17. Jean Piaget's STageS of Cognitive Development- Jean Piaget's theory of cognitive development works on understanding how children acquire knowledge, but also on understanding the nature of intelligence. Piaget's stages are: Sensori -motor stage: birth to 2 years Preoperational stage: ages 2 to 7 Concrete operational stage: ages 7 to 11 Formal operational stage: ages 12 and up 17

18. The Sensorimotor Stage Ages: Birth to 2 Years 18

19. The Sensori -motor Stage Ages: Birth to 2 Years Major Characteristics and Developmental Changes: The infant knows the world through their movements and sensations Children learn about the world through basic actions such as sucking, grasping, looking, and listening Infants learn that things continue to exist even though they cannot be seen (object permanence) They are separate beings from the people and objects around them They realize that their actions can cause things to happen in the world around them 19

20. The Preoperational Stage Ages: 2 to 7 Years 20

21. The Preoperational Stage Ages: 2 to 7 Years Major Characteristics and Developmental Changes: Children begin to think symbolically and learn to use words and pictures to represent objects. Children at this stage tend to be egocentric and struggle to see things from the perspective of others. While they are getting better with language and thinking, they still tend to think about things in very concrete terms. 21

22. The Concrete Operational Stage Ages: 7 to 11 Years 22

23. The Concrete Operational Stage Ages: 7 to 11 Years Major Characteristics and Developmental Changes During this stage, children begin to thinking logically about concrete events They begin to understand the concept of conservation; that the amount of liquid in a short, wide cup is equal to that in a tall, skinny glass, for example Their thinking becomes more logical and organized, but still very concrete Children begin using inductive logic, or reasoning from specific information to a general principle 23

24. The Formal Operational Stage Ages: 12 and Up 24

25. The Formal Operational Stage Ages: 12 and Up Major Characteristics and Developmental Changes: At this stage, the adolescent or young adult begins to think abstractly and reason about hypothetical problems Abstract thought emerges Teens begin to think more about moral, philosophical, ethical, social, and political issues that require theoretical and abstract reasoning Begin to use deductive logic, or reasoning from a general principle to specific information 25

26. Educational Implications Emphasis on discovery approach in learning. Curriculum should provide specific educational experience based on children's developmental level. Arrange classroom activities so that they assist and encourage self-learning. Do not treat children as miniature adults; they think and learn differently from adults. Practical learning situations. Simp l e to Comp l ex and Project m e th o d of teac h in g . Co-curr i cu l ar activ i t i es have equal im p o r tance as that of curricular experiences in the cognitive development of children. 27

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28. Piaget’s Theory

29. Difference Between Piaget and Vygotsky’s views-   Parameters- P i a g et Vygotsky Sociocultural context little emphasis St r ong emphasis Constructivism Cognitive constructivist Social constructivist Stage s Strong emphas is on stages o f development No general stages of development proposed Key proc esses in develop ment & learning Equilibration; schema; adaptation; as similation; acc omm odation Zone of proximal development; s c aff o lding; language/dialogue; too ls o f the culture Role o f language Minimal - Language provides labe ls for children's experiences (e goc entric spe ech) M a jor - Language plays a powerful role in shaping thought T e aching impli c a t ions Support childr en to explore their world a nd discover knowle dge Establish opportunities for childr en to learn with the teacher and more skilled p eers

30. Social Constructivist Theory- Child as an active participant in the learning process. Importance of individual difference. Assist children in discovery. Teachers should guide learning through explanation, demonstration and verbal prompts.  Tailor lessons to each Childs zone of proximal development. Early childhood – promote teacher/child and child/child interactions. Promote fantasy play. Within the learning environment focus on literacy activities. Use prompts, reminders, increase independence, give information, use cooperative learning and reciprocal teaching strategies. Language is the most important tool for gaining this social knowledge. Children can learn a lot via language