Scribd
Upload
174 views13 pages

Cognitive Development: The Work of Lev Vygotsky

Lev Vygotsky was a Russian psychologist born in 1896 who developed the sociocultural theory of cognitive development, which posits that social interaction precedes development and that cognitive functions develop through social and cultural interactions within the zone of proximal development where children can solve problems with guidance. Vygotsky believed that higher order thinking begins through shared social cognition that is later internalized, and that private speech aids cognitive development.

Uploaded by

Bethany Overbaugh
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
174 views13 pages

Cognitive Development: The Work of Lev Vygotsky

Lev Vygotsky was a Russian psychologist born in 1896 who developed the sociocultural theory of cognitive development, which posits that social interaction precedes development and that cognitive functions develop through social and cultural interactions within the zone of proximal development where children can solve problems with guidance. Vygotsky believed that higher order thinking begins through shared social cognition that is later internalized, and that private speech aids cognitive development.

Uploaded by

Bethany Overbaugh
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
You are on page 1/ 13

Cognitive Development

The Work
of
Lev Vygotsky
The Life and Times of Vygotsky

Born in Czarist Russia


in 1896, Lev Vygotsky
lived a relatively short CzarNicholas

life, dying of tuberculosis in 1934.


Because he was Jewish, the law limited
his higher education options.
http://search.live.com/images/results.aspx?
q=Lev+Vygotsdy&go=&form=QBLH&scope=images&qs=n#focal=12e4afcba641d3d3310e430fefcd8
f4c&furl=https%3A%2F%2Ffanyv88.com%3A443%2Fhttp%2Fwww.dcc.vccs.edu%2Flrc%2FChildDevelopment%2Fimages
%2Fvygotsky.jpg
The Writings of Vygotsky
Human activities take place in sociocultural
settings and won’t be understood apart from
these settings.
http://www.youtube.com/watch?v=N03XBVzvDgM

“Every function in a child’s cultural


development appears.. first between people
(social/interpsychological) … and then inside
the child (individual/intrapsychological).”
The Writings of Vygotsky

Higher order thinking begins as


co-constructed thoughts and ideas
- shared cognition -
and is later internalized by the
learner.
Woolfolk, A. (2010). Educational Psychology (11th Ed.). Columbus: Merrill.
Thinking together
1. Read the passage from Mark 8:22-26.

2. In groups of 3 to 5 people discuss this story


by considering these questions:
1. Why didn’t Jesus’ healing touch seem to work
completely the first time? Isn’t he all-powerful?
2. Why was Jesus directing this man to avoid the
village ?
Highlights of Vygotsky’s Sociocultural
Theory

 Zone of proximal development

 Assisted learning

 Private speech
Zone of Proximal Development
 What level of task difficulty causes us to
learn best?
Tasks accomplished alone
Tasks accomplished with support
Unreachable tasks even with support
 The dangers of boredom & frustration
Ormrod, J. (2009). Educational Psychology.
Testing to find the ZPD
 How do we determine the ZPD?
 Static assessment is individualistic and gives
no feedback to guide problem solving. It’s the
conventional method for asking test questions.
 Dynamic assessment provides graduated hints
to help the child solve the problem. It still
assesses knowledge while encouraging
learning.
Sternberg, R.M. & Williams, W.M. (2002). Educational Psychology.
Assisted Learning
 Scaffolding – changing the level of
support – providing “mediated learning”
 Dialogue and thoughtful questions assist
this process
 Co-constructed thought is a result.

Santrock, J. (2008). Educational Psychology.


Sternberg, R.M. & Williams, W.M. (2002). Educational Psychology.
Private Speech
 Vygotsky saw this as a tool of thought
 Mental functions have external, social
origins . These origins lead to
“internalization” of thought.
 We practice thought when we talk with
ourselves and others.
Santrock, J. (2008). Educational Psychology.
Sternberg, R.M. & Williams, W.M. (2002). Educational Psychology.
Applying a Vygotskian Perspective

What would church be like if we


applied Vygotsky’s ideas to our
congregational life?
Comparing the theories of
Vygotsky and Piaget
When we consider these theorists, what do
they have in common?
How do they contrast over the role of
culture, readiness (development before
learning), private speech?

Sorting activity
Improvements in education
 Piaget: the goal of education ought to be learning how to
learn.
 Piaget: Active and concrete experience helps to construct
knowledge.
 Piaget: Play is the work of children.
 Vygotsky’s ZPD corresponds to Piaget’s “problem of the
match” and maintaining healthy disequilibrium
 Vygotsky: conversation with the more-knowing builds
helpful scaffolds.
 Vygotsky: Teachers assist learners in discovery.
Woolfolk, A. (2010). Educational Psychology (11th Ed.). Columbus: Merrill.

You might also like