Characteristics Of Le Vygotsky And Cognitive Development

In the “Study of the Child: Theories of Development I” (Learning Seed, 1997), according to Vygotsky, the cognitive development in children is in direct relationship, and dependent on interaction with others. (Feldman 2010, pg. 20). Vygotsky believed to truly understand cognitive development; a child’s social and cultural experiences must be considered.

Vygotsky may have overplayed importance on social influences because he suggests that child’s cognitive development occurs through social interactions, for example children do internalisation of problem solving via mutual interactions. However, if social learning is the essence of cognitive development then learning would be a lot faster than it is. Thus Vygotsky ignores the biological aspects that aid or restricts the cognitive development such as the development of brain and maturation. Therefore Piaget’s theory of cognitive development is different to

In Vygotsky’s concept, zone of proximal development he explains that it is the distance between a child’s developmental level, which is determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance (Vygotsky, 1978, p174). This concept is highly used in education and in classrooms. For example, I work with a student who is eighteen years of age and has intellectual disabilities. During our morning routine he enjoys working on puzzles. He has a difficult time putting the puzzle together so I help him with clues and or prompt him to the puzzle piece that fits. He moves onto a new puzzle once I no longer have to give him clues or prompts. As I have tracked his progress he has needed less prompt than he did three months ago. The goal of this concept is that, as an adult collaborates with a child to help them move from where they are to where they should be with help by accomplishing the exercise through prompts, clues, modeling, and etc.

Cognitive Development refers to the construction of the thought process that includes problem solving, remembering and the ability to make decisions, from childhood up to the adulthood stage. Cognitive/Intellectual Development is the ability to learn, reason, and analyze the fact that a process begins from infancy and progresses as the individual (Educational Psychology). Cognitive Development contains events that are logical, like thinking and remembering. Some factors remain the same throughout many of the theories on cognitive development. All theorists agree that people go through specific steps and/or

Cognitive development is the way a child sees, thinks and gains understanding of the world through interaction, influence, learned and genetic factors. There are four areas of intelligence and child brain development. They are: biological approaches to intelligence, cognitive succession of stages, knowledge, and intellectual ability.

Cognitive development is the term used to describe the construction of thought process, including remembering, problem solving and decision-making, from childhood through adolescence to adulthood. In this essay I will compare and contrast the theories of Piaget and Vygotsky, both of which were enormously significant contributors to the cognitive development component to/in psychology. In addition to this I will also weigh up the strengths and weaknesses of each theory and outline how they can be applied to an educational setting.

Cognition is the process by which human beings learn about the world and the objects in it and also understand the relationship

Cognitive development is the childs brain process of how they learn to develop physically (sit up, stand etc.) as well as speech in early years, through to problem solving, thought processes and learning as the child grows and develops.

The essay is going to introduce short overviews of Piaget (1926) and Vygotsky’s (1978) theories to indicate their different approaches when considering cognitive development. Piaget (1926) developed a constructivist theory which is the basis for the other cognitive development theories that followed. He proposed the definition of schema which refers to children’s construction of shaping their thought and actions through the set of cognitive processes as assimilation, disequilibriums and accommodation. When encountering new experiences, children try to interpret them in terms of known cognitive schemas. In case of failing, they need to adjust their interpretation to the reality (Schaffter & Kipp,8th ed). Based on his assumptions, Piaget (1926) proposed that child as a lone individual progress through four main stages of cognitive development. On the other hand, Vygotsky (1978) presented sociocultural theory. Vygotsky (1978) concentrated on the social interaction between child and adult considering

Vygotsky’s concepts of zone of proximal development and the more knowledgeable other person has led to the idea of scaffolding. Scaffolding, which encompasses both ZPD and MKO, is seen in almost all classrooms in today’s society. Scaffolding is a temporary support mechanism that aids students when they need it and then relinquishes control when the assistance is no longer needed. According to Lipscomb, Swanson and West (2004), scaffolding is used in classrooms by the “development of instructional plans to lead the students from what they already know to a deep understanding of new material,” and “execution of the plans, wherein the instructor provides support to the students at every step of the learning process.” Scaffolding encompasses the role of the teacher. The teacher acts as the most knowledgeable other to the student and then assesses the current knowledge of the students. The teacher decides which knowledge level the students should be performing at, and that gap between current knowledge and abilities and their potential is the zone of proximal development. In order for

Vygotsky’s sociocultural theory of development suggested that to develop cognitively, children must have social interaction. He also “believed that this lifelong process of development was dependent of social interaction and that social learning actually leads to cognitive development” (Riddle, 1999). Vygotsky believed that children 's social learning must come before social development. Vygotsky also believed that "human activities take place in cultural settings and cannot be understood apart from these settings" (Woolfolk, 2004). Therefore, our culture helps shape our cognition.

Scaffolding is defined by Educational Psychology, 8th edition as: “Support for learning and problem solving; might include clues, reminders, encouragement, breaking the problem down into steps, providing an example, or anything else that allows the student to grow in independence as a learner (45).” The key concepts of scaffolding in the zone of proximal development is how Vygotsky believed the most learning can take place as the students are amongst peers whose “private speech” can be discussed among one another to come to new conclusions. (aka learning.) private speech Children 's self-talk, which guides their thinking and action; eventually internalized as silent inner speech. For example, a teacher could introduce a concept requiring prompting,

The Zone of Proximal Development (ZPD) is the best known Vygotskian concept. To successfully apply it in a classroom, it is important to know not only where a child is functioning now and where that child will be tomorrow, but also how best to assist that child in mastering more advanced skills and concepts.

Unlike Piaget’s Cognitive Development Theory, which stresses that cognitive development was expected to mature through self initiated discovery, Lev Vygotsky’s Sociocultural Theory places greater emphasis on the influence a child’s culture, social factor, and language. Meaning, Vygotsky believed a child learns more from personal interaction with in his/her culture, rather than through individual experiences of chance and random. Social interaction with one’s culture plays a tremendous role in the cognitive development of an individual. Culturally specific tools and language, taught and passes from generation to generation, are perceived practice for one’s survival in social

In social environment, the social cultural impact of each person, the each person also creates the new social cultural. Vygotsky was a famous Former Soviet Union psychologist, he emphasized the social cultural has more influence than other factors to children development, children has a dramatic increases of study skills, in their cultural context where of people living. The important elements of children cognitive development that is: society and cultural environment .Because in a fundamental way ，children cognitive function from cultural products、social actives and concepts. Language、belief、history、and environment are invisible textbook of children，among language is major course, which is necessary section of survival, they can throughout simple