Vygotsky 's Theory And Theory Essay

Since Vygotsky’s theory on development has gained more popularity and acknowledgement there has been numerous ways, many have adopted Vygotsky’s theory and incorporated its fundamentals into different aspects of development. According to Jaramillo from Arizona State University, Vygotsky’s theory became the framework to the development of the constructivist theory (1996). Although these are relatively different theories, Vygotsky advocated a learning environment that focuses mainly on the interactions between peers and teachers. And similar to this, the constructivist’s view on education focuses on students independently constructing their own view of the world (Jaramillo 1996). Vygotsky’s influence was not simply on the how people understood development but also how others evolved and developed their own theories. Thus, theories of development continue to evolve and a better understanding of how development occurs in an individual is acquired.

The tightness of a parents’ grip upon their children can reflect the way we function for the rest of our lives. Too tight, and we desire freedom and indulge in rebellion. Too loose, we become lost souls, hopelessly searching for that one constant comfort in a sea of dissatisfaction and loneliness. Lev Vygotsky theorized that a person 's psychological development is formed by his/her past and social environment. Vygotsky focused on the social interactions during the learning process and claimed there is a deep interrelationship between social and cognitive development. He believed that children are curious and actively involved in their own learning. They discover and development new understandings about the world by observing those who are in their immediate surroundings.

The approach is based on the idea that an individual’s activities occurs in a cultural context and can be best understood in their historical development (Kagitcibasi, 2012). Vygotsky developed this theory with the intent of coming up with a way to explain human behavior. The theory examined various subjects including the psychology of art, thought and language; and also focused on education of students with special needs. Vygotsky believed that caregivers, parents, peers, and culture at large play an important role in developing an individual’s higher order functions. There are various modern time interpretations of this theory with one focused on explaining human development. In this context, the sociocultural theory explains that learning is a social process and the society makes a significant contribution to individual development. The theory states that learning is based on interactions with other people and once this has happened, the information is then incorporated on a personal level (Hutchison,

Les Vygotsky believed that adult in any society foster children’s cognitive development in an intentional and somewhat systematic manner (Ormrod, p.36). He believed that the first few years in a child’s development where the most critical for cognitive learning. He had his

Basically every child has the ability to bring their own views and perspectives into personal exchanges centered on how they were brought up and what their family and community might find acceptable. When looking into the entire educational system there is a multitude of different cultures. In light of this each classroom creates their own distinct culture that is different from every child’s culture outside of those classrooms. This has created a blending of cultures that allows the introduction of new ideas and also aligns with Vygotsky’s social interaction model and its essentialness to development. Vygotsky’s belief is that by having the ability to understand an individual’s social relationships we are then able to understand that individual’s path of development (Burkholder & Pelaez, 2000). It is apparent within this model that it is the combination of personal culture as well as the classroom environment culture

Vygotsky’s (1978) theoretical model of human development and learning, is characterised by the belief that self-learning comes out through exploration, interaction and reflection. These are the key elements of the learning process evolving from the child’s critical curiosity within a co-operative learning framework (Schaffer, 2004) In essence, development occurs through a process of engagement and participation in relationships with trusted and caring other who model psychological propensities and processes, and provide opportunities for practising them in real-life situations. Such influential social interactions occur with parents and other caregivers such as teachers, peers,

Vygotsky, a contemporary of Piaget, argued that social interaction is crucial for cognitive development. According to Vygotsky the child's learning always occurs in a social context in cooperation with someone more skillful (MKO). This social interaction provides language opportunities and language is the foundation of

Throughout this past summer I had the opportunity to work at a daycare. Although I occasionally worked with the infants and toddlers and regularly watched the school age children, the vast majority of my time was spent with a class of fifteen preschoolers. Over the three months I spent with them, I watched them grow and develop, learning from their teachers, peers, and own experiences. Although the summer break meant that the children’s learning experiences were less regulated and rigorous than during other times of the year, they still developed socially and cognitively. This allowed me to observe Vygotsky’s theories being used both in play and in a classroom setting. My charges would learn in the pattern explained by Vygotsky’s Zone of Proximal Development. Additionally, they would often use private speech or defer to a More Knowledgeable Other so as to learn more successfully.

Lev Vygotsky is the foundation of extravagant amounts of research in cognitive development (McLeod 2014), Vygotsky observed children as curious and active in their learning, underlining the central role of social interaction (McLeod 2014).

While the backbone of cognitivism may come from the work of Jean Piaget, Piaget and Lev Vygotsky are constructivists. Constructivism is based on the premise of subjectivism or relativism. Truth is not absolute; it is relative because it is commonly created or shared within a community. The primary concern of both Piaget and Vygotsky was in how best to guide learners in their construction of knowledge. Piaget believed learning was an individual endeavor, cognitive constructivism. Vygotsky believed learning was based on community, social constructivism (J. Byun, personal communication, November 13, 2017).

Many theorists throughout the century have developed concepts that have analysed and explained how a child learns during their schooling years. Educational theorist Lev Vygotsky produced the social development theory of learning. He believed social interaction is the primary cause of cognitive development. He named this the zone of proximal development. There are many approaches to learning in the zone of proximal development such as scaffolding, reciprocal

The thing that I found most interesting about Vygotsky’s theories is the quote “We do not learn because we develop, we develop because we learn.” This quote was interesting to me because usually the assumption of most people is that a child 's development mainly rely’s on learning because they are in the developmental process. But Vygotsky’s theories states that children learn and understand by their own personal “Zone of proximal development". In this particular theory there are three zones. The inner zone is the space of the children 's already existing knowledge, this zone represents education they already know and if the child is

In 1978, Lev Vygotsky conducted research in child psychology in the 1920s, but his work did not reach the USA until 1978. He states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).” (Vygotsky, 1978). He thought curriculum should be interactive, teachers should scaffold by students performance, and assessment range on zone of proximal development. This zone is where kids learn and described as what children can do at their actual development and what they can do with help is their level of potential

Vygotsky pioneered the socio-culturalism theory. This theory is one that children develop their language and communication skills through interacting with others in social situations in their immediate environment and that the role of adult’s is key for children to become skilful communicators. This theory relates to cultures of different communities and minority groups, and that each community is different with differing expectations.

Within this essay I am going to discuss how young children learn. Whilst no one theory can underpin how children in fact learn, I will be touching on how two different theorists believe how children learn. I will be backing up both two perspectives with relevant reading and also examples from my professional practice. The two theorists I will be talking about are Jean Piaget and Lev Vygotsky.