Descriptive Reflection:
Lev Vygotsky’s Social Development Theory is a social constructivist model emphasising the impact of social influences on cognitive development ‘Cognitive growth occurs in a social context and evolves out of the child’s social interactions’ (Siegelman et al, 1995).
He believed learning occurred in what he dubbed the Zone of Proximal Development. This is the area of difference between what a child can accomplish alone and what they can accomplish with the guidance of more mature thinkers (Wikipedia, 2007). Vygotsky argued that children learn more sophisticated cognitive strategies through interaction with more competent individuals. By internalizing advanced problem solving methods the student is building a scaffold.
Vygotsky also had clear views about the importance of how language shaped thought. He described how social speech becomes private speech and later inner speech. Although Vygotsky’s research primarily concentrated on the cognitive development of children, he saw learning as a life long process (Riddle, 1999) .
Critical Reflection:
Interest in Vygotsky’s Social Development Theory is being revived on account of dissatisfaction with the conditioning approach to learning. Prensky’s Digital Natives, Digital Immigrants essay argues that today’s students are ‘hardwired’ differently meaning traditional student / teacher interactions are becoming a less effective method of learning.
Vygotsky’s emphasise on guided learning can be appropriated in a contemporary learning environment where teacher’s are being encouraged to take a more passive role. The concept that children internalise methods of problem solving shown to them by more mature thinkers (be they other students or teachers) who are sensitive to their zone of proximal development becomes apparent through the observation of group work (Sigelman et al, 1995). Although the benefits of this type of interaction are notable and not to be underestimated, in a real classroom situation the time restraints may mean that more direct methods of teaching are sometimes more constructive.
Lev Vygotsky’s Social Development Theory is a social constructivist model emphasising the impact of social influences on cognitive development ‘Cognitive growth occurs in a social context and evolves out of the child’s social interactions’ (Siegelman et al, 1995).
He believed learning occurred in what he dubbed the Zone of Proximal Development. This is the area of difference between what a child can accomplish alone and what they can accomplish with the guidance of more mature thinkers (Wikipedia, 2007). Vygotsky argued that children learn more sophisticated cognitive strategies through interaction with more competent individuals. By internalizing advanced problem solving methods the student is building a scaffold.
Vygotsky also had clear views about the importance of how language shaped thought. He described how social speech becomes private speech and later inner speech. Although Vygotsky’s research primarily concentrated on the cognitive development of children, he saw learning as a life long process (Riddle, 1999) .
Critical Reflection:
Interest in Vygotsky’s Social Development Theory is being revived on account of dissatisfaction with the conditioning approach to learning. Prensky’s Digital Natives, Digital Immigrants essay argues that today’s students are ‘hardwired’ differently meaning traditional student / teacher interactions are becoming a less effective method of learning.
Vygotsky’s emphasise on guided learning can be appropriated in a contemporary learning environment where teacher’s are being encouraged to take a more passive role. The concept that children internalise methods of problem solving shown to them by more mature thinkers (be they other students or teachers) who are sensitive to their zone of proximal development becomes apparent through the observation of group work (Sigelman et al, 1995). Although the benefits of this type of interaction are notable and not to be underestimated, in a real classroom situation the time restraints may mean that more direct methods of teaching are sometimes more constructive.
References
Riddle, E. M. (1999). Lev Vygotsky’s Social Development Theory. Retrieved in March 28, 2007, from
http://tonymcarthur.edublogs.org/files/2007/03/vygotsky1.htm
Sigelman, C. K. & Shaffer, D. R (1995). Life Span Human Development. 2nd Ed. Brooks Cole Publishing. Pacific Grove, California.
http://www.marxists.org/archive/vygotsky/works/1933/play.htm
http://www.marxists.org/archive/vygotsky/works/words/index.htm
http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
http://en.wikipedia.org/wiki/Lev_Vygpotsky
Riddle, E. M. (1999). Lev Vygotsky’s Social Development Theory. Retrieved in March 28, 2007, from
http://tonymcarthur.edublogs.org/files/2007/03/vygotsky1.htm
Sigelman, C. K. & Shaffer, D. R (1995). Life Span Human Development. 2nd Ed. Brooks Cole Publishing. Pacific Grove, California.
http://www.marxists.org/archive/vygotsky/works/1933/play.htm
http://www.marxists.org/archive/vygotsky/works/words/index.htm
http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
http://en.wikipedia.org/wiki/Lev_Vygpotsky
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