Download Lev Vygotsky`s Social Development Theory PPT - EDU1107-12

Lev Vygotsky’s Social
Development Theory
Presented by Christina Svec
EDU 1107
Who is Lev Vygotsky?
 Lev Vygotsky was born in Russia in 1896.
 He died at the young age of 37 from
tuberculosis.
 Due to his early death, most of his
theories were left undeveloped.
 His work in the last 10 years of his life
has become the foundation of much
research and theory in cognitive
development.
Overview of Social Development Theory
Social Interaction Influences
Cognitive Development
Biological and Cultural Development
do not occur in Isolation
Language plays a major role in
Cognitive Development
Areas were social interaction can
influence cognitive development…
 Engagement between the teacher and student
 Physical space and arrangement in learning environment
 Meaningful instruction in small or whole groups
 Scaffolding/Reciprocal teaching strategies
 Zone of Proximal Development
What is the Zone of
Proximal Development?
 The zone of proximal development is the area
of learning that a more knowledgeable other
(MKO) assists the student in developing a
higher level of learning.
 The goal is for the MKO to be less involved as
the student develops the necessary skills.
 Vygotsky describes it as “the distance
between the actual development level as
determined by independent problem solving
and the level of potential development as
determined through problem solving under
adult guidance or in collaboration with more
capable peers” (Vygotsky, 1978).
Scaffolding
 Vygotsky defined
scaffolding instruction as
the “role of teachers and
others in supporting the
learners development
and providing support
structures to get to that
next stage or level”
(Raymond, 2000).
 Teachers provide scaffolds
so that the learner can
accomplish certain tasks
they would otherwise not
be able to accomplish on
their own (Bransford, Brown, & Cocking, 2000).
 The goal of the educator is
for the student to become
an independent learner and
problem solver (Hartman, 2002).
Reciprocal Teaching
 Reciprocal Teaching is
used to improve a
students ability to learn
from text through the
practice of four skills:
summarizing, clarifying,
questioning, and
predicting.
summarizing
predicting
Reciprocal
Teaching
questioning
clarifying
Biological & Cultural Development
 Vygotsky (1978) 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 and
then inside the child. This applies equally to voluntary
attention, to logical memory, and to the formation of
concepts. All the higher functions originate as actual
relationships between individuals.”
 Simplified: community plays a central role in the process of
“making meaning” (McLeod, 2007).
Language
 Language plays a central
role in mental development
 Language is the main means
by which adults transmit
information to children
 Language itself becomes a
very powerful tool of
intellectual adaptation
How can we practically
apply Vygotsky’s theories to
our everyday classrooms?
Physical Arrangement
in the Classroom
 Arrange student desks in
clusters.
 Arrange other work
spaces for peer
instruction, collaboration,
and small group
instruction.
Scaffolding Strategies
Motivate the
child’s interest in
the task.
Break the task
down into
manageable steps.
Reduce factors
that cause
frustration.
Provide some
direction to keep
the child focused.
Model and define
the expectations
of the activity.
Reciprocal Strategies
 Use props to illustrate each of the four skills to be
practiced: summarizing, clarifying, questioning, and
predicting.
 Have students buddy read and practicing using the
reciprocal strategies.
Lesson Content
 Create lessons that engage
student interest and give
them a basis for language
when socially interacting.
 Use technology and hands
on activities to further
engage them in learning.
Discussion Question
What can
you
change in
your
classroom
to improve your
students social
development skills
and move them to
a higher level of
learning?
References
Bransford, J., Brown, A., & Cocking, R. (2000). How People Learn: Brain, Mind,
and Experience & School. Washington, DC: National Academy Press.
Hartman, H. (2002). Scaffolding & Cooperative Learning. Human Learning and
Instruction (pp. 23-69). New York: City College of City University of New York.
McLeod, S. (2007). Simply Psychology; Retrieved February 28, 2012, from
http://www.simplepsychology.org/vygotsky.html
Raymond, E. (2000). Cognitive Characteristics. Learners with Mild Disabilities
(pp. 169-201). Needham Heights, MA: Allyn & Bacon, A Pearson Education
Company.
Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press.