Lev Gumilyov

Lev Vygotsky developed a theory of cognitive development in children and young adults. His theory of cognitive development states that people’s mental structures are based on their interactions with OTHERS. Basically he says that other people create our thinking processes and cognitive structures as we interact with them, which begins particularly at a young age. Vygotsky supported sociocultural theory, “which states that the role of development in children happens through their community and

The purpose of this study is to investigate the effects of technology-enhanced formative assessment on student writing in terms of grammatical accuracy and writing quality in English learning contexts and on student motivation. This chapter discusses several areas in the literature and previous studies related to feedback and student writing in second and foreign language settings. This literature review begins with an overview of feedback from sociocultural perspectives. The zone of proximal development

an individual. A few of the theoretical frameworks and theorists I have found most useful in my teaching experience and that have helped me developed my philosophy include Lev Vygotsky, John Dewey and Howard Gardner. To better develop students’ literacy knowledge and improve their usage of academic language, I will utilize Lev Vygotsky’s Social Development Theory and Zone of Proximal Development (ZPD) to support the instructional design in my lessons in the classroom. Vygotsky’s ZPD suggests that

Another classroom management technique, Ms. T uses a teacher verse class scoreboard; this was also used as a behavior plan. Throughout the day, the teacher randomly assesses the class’ behavior. If the class was on target and working efficiently, then the students get a point. This results in the class getting a mighty roar and, class responds with a yay! If the class was loud and misbehaving, then Ms. T gets a point. This results in the class getting a mighty grown and, class responds with an aw

A basic concept of Vygotsky’s socio-cultural theory is its claim that the human mind is the go-between and plays a significant role for what he calls tools‟ in humans‟ understanding of the world and themselves (Cole.1978). Vygotsky defends the theory that people do not act directly on the physical world without the intermediary of tools. Vygotsky describes cognitive development first occurs in a social context amongst people as "inter" and within the individual, as "intra." Thus meaning, according

Vygotsky's Social Developement theory focused on the connections between people and the social and cultural context, in which they act and interact with others. According to Vygotsky, humans use tools that develop from a culture, such as speech and writing, to mediate their social environments. Intinitally children develop these tools to serve solely to communcate needs. Vygotsky believed that the internatlization of these tools led to higher thinking skills. Bandura believed in "reciprocal determinism"

Object Relations Two Major Assumptions: Object relations theory is a theory of relationships between people particularly within a family believing that humans have a need to connect with others. More so, expressing a belief that we are driven to form relationships with others and that failure to do so successfully leads to later problems. This theory has deepened our understanding of humans and their relationships, as well as transformed social policies for example children are placed in foster homes

Constructivism Constructivist argue that learning is an active process, and that new information can be linked to prior knowledge. Jean Piaget and Lev Vygotsky are two highly profiled and researched constructivist learning theorists. Their work entails how learning is an active process of constructing knowledge rather than obtaining it. This knowledge is built through experiences and their environment. Piaget’s beliefs were that the most effective way of allowing learning to take place was to provide

accommodation, which are processes children go through as a search for balance or "equilibration" (Wadsworth, 2004)”. He wanted teachers to be an aid, not some walking textbook. Piaget’s theory was to make students critical thinker. The last theorist was Lev Vygotsky. Vygotsky believed “teachers served as mediators who coached and encouraged students to formulate their own level of understanding” (Carvin, 2006). He believes more so in the social aspect of constructivism. When it comes to bringing constructivism

development and Scaffolding learning The main contents of sociocultural theory include: mediation, zone of proximal development, private and inner speech as well as activity theory. And the zone of proximal development(ZPD) which was first put forward by Lev Vygotsky was considered as an another major concept in this theory. It is actually the gap between actual competence level (what problem level a child is able to independently solve), and the potential development level (what problem level could a child