Vygotsky and cognitive development
- Created by: KaterinaRose
- Created on: 04-02-22 15:11
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- Vygotsky and cognitive development
- Agreed with Piaget in that:
- A child's thinking is qualitatively different from an adult's
- Children are curious, problem solving beings who play an active part in their own development.
- Cognitive development is driven in part by biological maturation.
- Where Piaget saw the child as a scientist, Vygotsky saw the child as an apprentice.
- Key elements of Vygotsky's theory
- 1. Elementary mental functions
- Biological and result from natural development.
- Transformed into higher mental functions and are exclusive to humans.
- 2. Cultural differences in learning are explained through differing experiences.
- Children pick up mental 'tools' that are most important for life from the world they live in.
- 3. Language is another important tool of intellectual adaptation
- Believed culture is transmitted by experts using semiotics.
- Language is the semiotic system of foremost importance.
- 4. Zone of proximal development
- Gap between what a person knows or can do alone and what the child is capable of doing.
- Vygotsky claimed that the role of the teacher was to guide the child through this gap.
- The tutor is known as the MORE KNOWLEDGEABLE OTHER
- This is known as scaffolding
- Scaffolding is the process whereby the MKO offers support and guidance to assist the learning process.
- Important aspect of scaffolding is the gradual withdrawal of support as the child's knowledge and confidence increase.
- Wood et al features of scaffolding :
- Recruitment - engaging learners interest.
- Reduction in degrees of freedom - focusing learner and getting started.
- Direction maintenance- Motivating learner to persevere.
- Wood et al features of scaffolding :
- 1. Elementary mental functions
- Agreed with Piaget in that:
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