Zone Of Proximal Development Paper

The above leads us to thinking about the Vygotsky language and, by extension, the role of the school and the teacher. In view that, we are immersed in any culture, the products of that culture are transmitted mostly by language. Also, picking up with the learning, Vygotsky handles the concept of Zone of Proximal Development, which refers to the

Consistent use of scaffolding techniques throughout the lesson. Introduce a new concept using a lot of scaffolding and decrease support as time goes on.

Dewey and Vygotsky both believed that teachers should act as guides for students, helping students through the learning process to make meaning of their world, though Vygotsky with his zone of proximal development theory was more optimistic than Piaget or Dewey about how much a child’s learning could be helped or encouraged by the social setting of peers and adults (Gallagher).

Despite the various flaws, schools are extremely important for students especially on a social stand point. They can be around children their own age and interact in various scenarios. Socializing is important for children of all ages, it helps them develop listening skills, communication skills, how to share, how to work in groups, and compromise. Every interaction a child has is a learning experience. They learn what is right or wrong and how to communicate appropriately, social interaction plays a key role in cognitive development. Lev Vygotsky was a cognitive theorist who believed social interaction and imaginative play were critical in child development. “Imaginative play is actually a complex process

The Zone of Proximal Development compares what a child can accomplish on their own and what a child can do with guidance by an adult. According to Vygotsky, children learn better, when they are taught using the zone of proximal development, because students will need assistance first, then they slowly become capable of doing a skill or task on their own. For example, a child tying their shoe would need an adult to first teach them, then do it with them a few time, and finally the child will eventually be able to tie their shoes without the help of an adult.

Zone of Proximal Development has been defined as “ A range of tasks that an individual cannot yet do alone but can accomplish when assisted by the guidance of others.” (Pg. 48) Based off Vygotsky’s sociocultural theory of cognitive development, if the task for the learner is too hard or even sometimes too easy for the learner, they will not learn anything from the task. If the task is too easy they will either get bored, tired, annoyed, or if it is too hard they will get frustrated and want to quit. Based off this it was important for me to pick the right learner in order for my ZPD project to be successful.

Zone of proximal development – the distance between the current maximum independent performance level of a child and attached the child can perform if guided by adults are more capable peers.

4.Did Piaget say “If logic itself is created rather than being inborn, it follows that the first task of education is to form reasoning.” ?

Within the pedagogical world, many of the accepted educational standards and methods have been based on theorists such as Jean Piaget and John Dewey. The omission of Vygotsky is most likely due to the lack of fully tested research that has been done with his work. As it stands, the legacy of Vygotsky is an educational roadmap that has only been vetted in recent decades. (Stetsenko, 2009, p. 7). That said, because Vygotsky makes a theory that is based specifically on the relation

A pioneer of the sociocultural approach was psychologist Lev Vygotsky (1896-1934). L. Vygotsky believed that children’s learning and development is strongly influenced by child’s culture and how children develop and learn can be different from culture to culture. He proposed that children, in order to learn, need to be supported by other people. For example, teachers and peers, who already gained particular knowledge.

In order to support children’s growth educators try to provide a stimulating classroom environment. They implement different strategies, tools and practices to help achieve this goal. Since educators play an important role in children’s development they should be familiar with developmental psychology and know of its educational implications in the classroom. There are two major approaches of developmental psychology: (1) Cognitive development as it relates to Piaget and (2) social development as it relates to Vygotsky. An educator may find it useful to study Piaget’s theory of cognitive development to help children build on their own knowledge.

Vygotsky breaks the difficulty level of the task being performed by the child into three levels of difficulty and the amount of assistance needed. The first stage is the lowest level of difficulty where no assistance is needed from an external influence. The task that the child is trying to perform is easy enough that he or she can perform it on their own individually. In this stage, there is little intellectual development or knowledge obtained. The third stage is the highest level of difficulty where a child cannot execute a task because it is too difficult. This stage requires complete assistance from a parent or teacher to execute the task for the child. The middle stage is key to intellectual development and to Vygotsky’s sociocultural theory.

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.

In the world of psychology, Jean Piaget and Lev Vygotsky are considered to be very prominent figures in the area of cognitive development. Both of these men considered themselves a constructivist, which entails a viewpoint that is concerned with the nature of knowledge. In their lifetime, both of them made contributions in the area of education and even after death, their theories still influence teaching methods. The purpose of this paper is to show some similarities as well as differences in the theories of Piaget and Vygotsky and what can be gained by having a better understanding of their theories.

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).