Vgotsky Socio - Cultural Theory of Cognitive Development.pptx

Vgotsky Theory

1. Prepared by : Jaycel D. Retanal BSED Math3 Vygotsky's Socio-Cultural Theory

2. LEV VYGOTSKY He was born in Russia on November 17, 1896, and died on June 11, 1934 at the age of 37. His work began when h2 was studying learning and development to improve his own teaching. He wrote on language, thought, psychology of art, learning and development and educating students with special needs.

3. His experience, together with his interest in literature and his work as a teacher, led him to recognize social interaction and language as two central factors in cognitive development. His theory became known as Socio – Cultural Theory of Development.

4. Piaget and Vgotsky

5. Vgotsky worked on his theory around the same as Piaget in between the 1920’s and 30’s but they had clear differences in their views about cognitive development.

6. PIAGET VGOTSKY More individual in focus believe that there are universal stages of cognitive development. More social in focus did not propose stages but emphasized on cultural factors in cognitive development. Did not give much emphasis on language Stressed the role of language in cognitive development.

7. 3 CENTRAL FACTORS OF COGNITIVE DEVELOPMENT SOCIAL INTERACTION Vgotsky emphasized that effective learning happens through participation in social activities. Parents, teachers and other adults in learner’s environment all contribute to the process. They explain, model, assist, give directions and provide feed back.

8. Peers, on the other hand, cooperate and collaborate and enrich the learning experience. 2. LANGUAGE Can be viewed as a verbal expression of culture. Every culture has the words it needs for its lifestyle. It opens the door to learners to acquire knowledge that others already have.

9. It is use to know and understand the world and solve problems. It serve a social function but it also has an important individual unction. It helps the learner to regulate and reflect on his own thinking. Private speech Is a form of self – talk that guides the child’s thinking and action.

10. b. Hands – on Activities Help children acquire more knowledge than passive listening. 3. CULTURAL FACTORS Vgotsky believed in the crucial role of experiences that a culture would give to a child.

11. THE ZONE OF PROXIMAL DEVELOPMENT

12. Zone of Actual Development When a child attempts to perform a skill alone, she may not be proficient at it.

13. Zone of Proximal Development Defines those functions that not yet matured, but are in the process. The gap between what a child can do with help from adults or peers who are more capable than the child. (Papalia, et al, 2011)

14. SCAFFOLDING The support or assistance that lets the child accomplish a task he cannot accomplish independently. Involves judicious assistance given by the adult or peer.

15. Examples of Scaffolding Adult unzips the zipper are nch or two and then holds the lunch bag so that the child can continue to unzip the lunch bag. Loosening the food container lid just a bit and letting the child open the lid himself.

16. Scaffold and Fade – away Technique Withdrawing the guidance when the child could do on their own what they could not initially do without assistance.

17. Vgotsky’s theory suggests that we learn first through person – to – person interactions and then individually through an internalization process that leads to deep understanding.

18. THANK YOU!