Lev Vygotsky Essay Outline

Vygotsky believes in a historical human nature, alternates qualitative and quantitative observations, intertwines nature vs. nurture and everything develops. He is known for his zone of proximal development, which

Vygotsky also introduced his theory of internalisation, one of the main concepts that differentiated from that of Jean Piaget (Duchesne, S., & McMaugh, A. 2016. P.103). The theory of internalisation put forward by Vygotsky is an idea that suggests an individual is able to observe and internalise the ideas and processes of their surroundings as they partake in social interaction defined as, “new ways of thinking” (Duchesne, S., & McMaugh, A.,2016p.103). During social interaction the individuals thinking is successively transformed by interaction with others, similarly to the concept developed by Piaget, Vygotsky also characterised children as “active agents in their development”. (Duchesne, S., & McMaugh, A.,2016p.103). As explained by

Unlike Piaget, who was of an academic background and didn’t apply his theories. Never the less, they both theories influenced education and empahsied the importance of assessment however Vygotsky wanted the observation of children and their abilities to be as valied as test scores.

4. I relate most with cognitive theories of development. Piaget provides the foundation by explaining the distinct stages of development. His insights allow teachers and parents to have a basis of what children are capable of during each stage. If the child drastically strays from these stages, it allows the caring adults to take action to help the child to reach the appropriate stage. With an understanding of these stages, the theories of Vygotsky can then be successfully utilized. Vygotsky stresses that with the

Lev Vygotsky concept is showing or helping children with a task. They are taught everything through social interaction no matter what it is. They are taught by example, by getting help with the task and are expected to be able to complete it by themselves. With this concept of learning every child is able to learn and evolve into completing activities independently and progressively from what they have learned. It is important that the environment for the child be set with ideas and task that will allow them too mentally, educationally and physically develop with or without adult and peer assistant.

Vygotsky believed in a zone of proximal development when helping a child investigate and comprehend new concepts. He felt educators, should build on what the student already knows, to acquire and process different information. By allowing children a zone of proximal development, you can guide students to assimilate a new stimuli, make accommodations, and cultivate new schemes. Vygotsky also provided educators with a valuable tool to use when teaching new concepts, or guiding positive behaviors; scaffolding. Scaffolding allows a teacher to assist a child at one level, so they are able to progress to the next, allowing you as the educator to meet each child where they are.

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).

In the world of cognitive development , two of the most influential psychologists are Jean Piaget and Lev Vygotsky. Piaget's theory of cognitive development and Vygotsky's sociocultural theory had a profound impact on the field of cognitive development, and their contributions continue to influence psychologist, educators and researchers today. Both Vygotsky and Piaget's theories provide a different perspective on how children learn, and by looking at both theories, we can better understand a child's cognitive development.

Lev Vygotsky was a theorist in child development who believed environment and culture have a major impact on a child’s learning and social development. His insight on how something as a bedroom or house can influence how a child will think and what they will think made Vygotsky be crucial to Child Development. Lev Vygotsky was born in Russia and came from a Jewish family, which meant as a child his life was limited when it came to housing, school, and work. Vygotsky’s background relates to child development seeing as at a young age he was exposed to a life where he was segregated simply for religion, which takes a tole on a young child.

In comparison Vygotsky didn’t rely upon time he believed that children’s learning should be taken further by looking at their actual capabilities and then seeing how much more potential they have, this was called the ZPD (zone of proximal development). He stated that teaching is only good when it ‘awakens and rouses to life those functions which are in a stage of maturing which lie in the ZPD’ (Dunphy & Dunphy 2003, p49). Vygotsky also believed in social interactions for development with the emphasis upon communications, language (the inner voice) and the role of experts. He believed that when a child is challenged and is helped with these challenges it will obtain new knowledge and skills. A criticism of Vygotsky’s could be that he really didn’t have any research to back up his theories, and he was constantly changing his ideas. Perhaps changing his ideas was his way of taking on board any criticisms and updating his thinking to improve upon his work. Vygotsky, however, did realise that Piaget’s theories were quite important and he built his theories upon the information obtained by him.

He believed that interactions and the environment that a child is in, influences them in a large way. He also believed that young children are curious and are actively involved in their own learning and the discovery and development. In order to gain and understand Vygotsky’s theories on cognitive development, we must understand two main principles are Zone of actual development (ZAD) and Zone of proximal development (ZEP) which is his main

Vygotsky has had a profound impact on developmental psychology. One of his main contributions was the idea of zone proximal development. He places emphasis the shaping of cognitive development. He is one of the first in children development that emphasized on cultural context. I have chosen his theory and what it entails for this paper because its very interesting and some certain parts of his theory like scaffolding and the zone proximal development were relatable to my experience at my field site.

Lev Vygotsky believed that social and cognitive development work simultaneously to build and evolve on one another. He believed that social, cultural and personal experience cannot be detached from each other and many things influence the way children learn and develop, not just their own experiences, thus Vygotsky’s socio-cultural theory. Vygotsky’s ideas were and remain controversial as he had no specific training in psychology or children’s development. His preeminent contribution to children’s development is his recognition of the value of progressing knowledge by means of interaction with educators, peers and family (Mooney, 2000, p. 83). The major ideas of Vygotsky’s theory are scaffolding and the Zone of Proximal Development (ZPD). Scaffolding is a process Vygotsky described as the framework or temporary support for children’s learning. In order for scaffolding to

Lev Vygotsky believed that children learn from their own experience. As a teacher I have grown to learn that Vygotsky’s findings are true in so many ways. Just from watching the children in my classroom I see that the Zone of Proximal Development and Scaffolding play a huge part in the development of a child.

His thinking was influenced by Piaget, and Vygotsky actively tried to initiate a dialogue with Piaget about certain points of disagreements” (Broderick & Blewitt, 2009, p.101). Vygotsky believed a child’s cognitive development was gained through the interaction of one’s culture, as well as language, which is what prompted his theoretical perception development known as Vygotsky’s Sociocultural Theory. “Vygotsky’s promising life was cut short in 1934, when he succumbed to an attack of tuberculosis. In Vygotsky, we have another example of a truly great mind whose ideas have inspired the work of many students of cognitive development” (Broderick & Blewitt, 2009, p.101).