Lev Vygotsky's Contribution To Socialcultural Theory

Constructivist Learning Theory exists under the focus of cognitive learning and has substructures of the concepts of self- efficacy, self- regulation, and metacognition as it defines how adults learn (Billings & Halstead, 2012, p. 211). Billings & Halstead (2012) explains that learning is considered a transformation in a person from personal experience. It is a continued process that encompasses understanding, clarifying, and applying meanings of knowledge that is developed. The learning theory, constructivism embraces that learning is a development. A learner constructs new knowledge by building on existing information through a process

The sociocultural theory is a psychological theory that explores the relationships between external and internal processes. The theory is about how creating and using mediating tools plays a role in how humans think. It helps create a framework to systematically investigate cognition keeping in mind the social context. In this theory, human development is viewed as a socially mediated process that varies from culture to culture.

The great challenge for constructivism is that the world in which students and teachers interact is not utopian. Students come to class with predetermined ideas about a course, or with personal needs that distract from attention from the classroom experience. Some students are not willing or able to interact with peers due to emotional issues, thus

Theoretical Framework. The study is also based on the premise of Lev Vygotsky (1978) social interaction theory which reflects on the socialization of children in the learning process and schooling. Vygotsky’s theory is based on the premise that the community performs a major role in making meaning. He further states that “social learning” is a prerequisite for emotional, psychological and cognitive development. Hence, this aspect of the theory would be applied to the perceptions of the teachers on community based problems and the role of teachers and parents in building positive community spirit. Furthermore, Vygotsky’s theory of Zone of Proximal Development, can be applied, since children’s social behaviour will be reflected in their attendance and parental input at school and teachers’ teaching behaviours will be a reflection of community based problems. Additionally, Vygotsky’s theory, which states that culture is a demarcation of cognitive development can be applied to the study undertaken. The culture of the community is embedded in gang warfare, crime and violence, resulting in student absenteeism and a lack of focus on academic pursuits. Additionally, socialization at home and at school influence cognitive development in children. Therefore, when children construct knowledge at home or

In this class educators read, researched, and possibly changed their thinking on the following three theories: behaviorism, cognitivism, and constructivism. Throughout these theories educators must include the social cognitive theory. This paper will discuss each theory as to an educator’s thoughts and how they are applied throughout daily teaching in the classroom.

Constructivism is a type of method that has changed and continues to change with time. It has been stated that due to the fact of the ever-changing definition many have called the definition empty. According to Kretchmar (2017), “So many different definitions currently exist some scholars believe constructivism has been emptied of meaning altogether.” Sofie M. M. Loyens and David Gijbels (2008), defines constructivism as “the way in which people try to make sense of situations or, in other words, how people create meaning” (p. 351). There are two specific kinds of constructivism, cognitive constructivism, and social constructivism. Many people feel like as a teacher it is your job to only teach the text or the material. The constructivist

Constructivism is learning through experiences in our environment. Using this method we are essentially teaching ourselves through occurrences in our environment. This method of learning is demonstrated In a early childhood classroom by teachers providing guided opportunities that allow for children to explore their environment in various ways. At the end of these activities the teacher typically initiates a class discussion on the information learning through an activity. An example of an activity you may see in a classroom could be a scavenger hunt where the students find an object to match every color; this could take place inside or

VYGOTSKY-Social Constructivist Approach: probably one of the most influential theoretical perspectives currently used in practice is the observing and assessing of children in order to plan their next steps and move them on in their learning and development.

Social constructivism’s origins are largely attributed to Lev Vygotsky (1978). Vygotsky believed that social constructivism is the idea that learning occurs when people are socially active; in other words, learning is created through our interaction with others. In a constructivist style classroom, the focus shifts from the teacher teaching the students to the students teaching each other and having more control over what they learn by asking questions and coming up with their own conclusion on things (2016). This style of teaching can be very successful when the teacher provides enough scaffolding. In a typical classroom, you have a teacher standing in the front of the room lecturing to students while they sit and take notes on the information being given so they can spit it back up for a test they will have at the end of the unit. In the constructivist style classroom, the students are pushed to be more active and engaged in their learning process (Education Theory). The teacher creates an environment where students are urged to speak up and share what they think and have the class run more on a student run process. The teacher’s role in this style is not to sit and lecture information but rather engage students actively to find this information on their own and discover it so that it creates more meaning and provides a better understanding. The main goal in this type of learning environment is problem solving. This style of teaching promotes self-guidance and can even

Vygotsky (1934 – 1987) Vygotsky perspective on sociocultural theory, his focal point is how culture relates with beliefs, values, traditions and skills in social surroundings and how they are passed from generation to generation. Vygotsky sates that social interaction is very important and how children socialise with each other in cooperative play and how they use communication with extended people who surround them in society. It is how children obtain ways of how their thoughts and actions in a community of different cultures. Vygotsky states that adults that are very knowledgeable as well as their peers can assist children to build the skills for culturally interactive play. Children communicating with

Constructivism is a coherent theory of learning that emerged as a prevailing paradigm in the last part of the twentieth century. Constructivism is a theory which brings cogitation to pedagogy (Bruner, 1966). Constructivism capitalizes on the ways in which human beings create their own personal construct of reality by understanding and experiencing the world. The main underlying assumption of constructivism is that individuals are actively involved right from the birth in constructing personal meaning.

Furthermore, as I read the assigned articles and viewed videos, I realized that my teachers obviously, followed Piaget’s, Vygotsky. Dewey, and Bruner constructivist view because they used the theory of assimilation and accommodation, e.g., the learning of a new experience and changing of a person’s worldview. I also discovered after deep reflection on this week’s assignment, how much of an impact my teachers had on my teaching style. Before retiring, I taught based on what my students needed. Therefore, much of my teaching mixed the theories of, Constructivism, Social Constructivism and Cognitive-Behavioral depending on the student.

Motivation, interest, practicality, connection, and personal value are the major fundamentals of education. The realization of knowledge, sound logic, and the capability to reason, whether it is better to the teacher or not, come second to a student 's affective well-being. My philosophy of education follows somewhat of a social constructivist approach. Social constructivism can be described as socialization, a process of acquisition of skills, knowledge, and dispositions that enables the individual to participate in his or her group or society (Sivan, 1986). I feel that my teaching methods and beliefs are in line to what the premise of social constructivism is based on. According to Swap & Walter (2015), social constructivism implies that learning occurs via groups interacting through shared experience to co-develop knowledge and interpret the meaning and implications of the knowledge gained. Engaging constructivist methods of teaching in one 's classroom powers students to take a dynamic role in their education by making decisions and assuming responsibility for intellectual inquiry and innovation. For instance, discussions, experiments and projects ensure student accomplishment and allow scholars and the teacher to determine individual student 's preferences and fortes. This method facilitates differentiated activities for each student 's unique ambitions, making the subject more relevant to every student 's life. As professionals delegated with the

The purpose of a constructivist education, therefore, is to facilitate the process for learners in constructing their understanding. Constructivist learning “fosters critical thinking and creates active and motivated learners,” according to McClurg (2009). The educational emphasis is not on delivering knowledge nor organizing that knowledge in a prescriptive system, but rather on teaching students how to build their own understanding within meaningful contexts for lasting effect (Learning Theories Knowledgebase, 2012).

Social constructivism emerged as the dominant theory of learning in the 20th century as it not only accounts for the cognitive process in constructing knowledge but also the cultural, social, and collaborative nature of such process.