Essay On Vygotsky And Scaffolding Theory

1036 Words5 Pages
The aim of this assignment is to look at and explore how Vygotsky’s theory of constructivism supports independent learning in children with complex learning needs. Firstly, looking at how his scaffolding theory works to build such independence by observations conducted in an early years setting which will be carried out ethically in accordance with BERA guidelines, BERA (2011). Looking at what they have learnt using the Skinner theory with operant conditioning with the use of PECS which is a Picture Exchange Communication System. Vygotsky theory looks at how step by step changes in children can change behaviour, there would seem to be too many constraints on a child or learner with special needs (Lui & Matthews, 2005, p.392).

When
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86) (online). So on reflection the more investigating done into the theory by Vygotsky now, no longer seems viable. Vygotsky’s approach is complex and difficult to condense. His key point ( the importance of culture in generating and shaping child development) is worth hanging on to (Maclean and Harrison, 2008, p.71). Vygotsky (1978) model (see appendix 1) sees the Zone of Proximal Development 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 (online) https//simplepsycologly.org (accessed 26th October 2017). When children with complex learning needs, need to work on tasks independently they, have to be supported though out the whole process with motivators to keep them on task.

Vygotsky’s ZPD which creates a zone of proximal development will only get the learner with complex learning needs thus far as this type of development is also solely reliant on the learner having the ability to learn and problem solve independently “ Autistics have problems learning things that cannot be thought about in
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