4) . Vygotsky's Developmental Theory 

Vygotsky is credited with developing the concept of Social Cognition (aka Social Development Theory of Learning), which proposes that:

1) Social Interaction and culture has a dramatic impact on cognitive development.

2) Cognitive processes (language, thought, reasoning) develop through social interaction.

3) Learning is largely mediated by social interaction of students and "More Knowledgeable Others" (e.g. teachers, parents, coaches, peers, experts, etc.) 

Social Dislocation

Vygotsky believed that “education leads development, which is the result of social learning through the internalization of culture and social relationships.” Gindis 335

“What children can do with the assistance of others might be in some sense even more indicative of their mental development than what they can do alone.” Vygotsky 1978

“A disability is a kind of social dislocation brought about by a relationship of the child to his environment. Although the disability itself is a biological fact, the educator is confronted not so much by biological facts as by their social consequences.”  Vygotsky 1995

Inclusion based on positive differentiation”   Vygotsky 1995

“Only a truly differentiated learning environment can fully develop the higher psychological functions and overall personality of a child with a disability”  (Gindis 1999)

Zone of Proximal development

Vygotsky centred much of his research on a phenomenon he coined as "the Zone of Proximal Development," or ZPD

Vygotsky stated:

"The zone of proximal development defines those functions that have not yet matured, but are in the process (of doing so)…"

“…what is the zone of proximal development today will be the actual development level tomorrow – that is, what a child can do with assistance toady she will be able to do by herself tomorrow"

1) What a student can do alone versus what he/she can do with guidance

2) Students reach their limits sooner when performing independently

3) Students’ achievement is elevated when supported by teachers & more able peers

Scaffolding

Wood, Bruner, and Ross (1976) developed Vygotsky’s notion of a ZPD.

They introduced the concept of scaffolding, which refers to the context provided by knowledgeable people such as adults to help children to develop their cognitive skills

An important aspect of scaffolding is that there is a gradual withdrawal of support as the child’s knowledge and confidence increase.

Example of Scaffolding

Left to his own devices, could this boy make his sister a birthday cake?

His mother uses scaffolding to create a situation in which he can begin to move into a zone of proximal development.

Central Ideas and Contribution to Learning theory:

1. Vygotsky emphasis on language development and its effect on learning. He believed its not the maturity element that improves one’s cognitive but the social interaction for conceptual understandings.

2.  Complex mental processes began as social activities. Vygotskycalled this process of social activities being internalized as mental activities "internalization."

3.  Children can often accomplish more difficult tasks when they have the assistance of other people more advanced and competent than themselves.

4. Tasks within the zone of proximal development promote maximum cognitive growth. This is the zone of learning for a child where he can learn something with the assistance of others.

5. The idea of scaffoldinglearning comes from Vygotsky'szone of proximal development theory.

Scaffolding refers to learning situations in which adults and other more competent individuals provide some form of guidance or structure that enables students to engage in learning activities within their zone of proximal development.

6 He believed that it is co-operation that act as a basis of learning.

Conclusion

This theory suggest that to learn something there is need for another person. To learn the subject matter the student need support from their colleagues. This theory identifies that the students need help when they cannot do things by themselves. To move from this stage the student need either help from the fellow students or the teacher. This stage is known to be ZPD. In this stage Scaffolding is encouraged where the students learn by repeating the activity by themselves. They need guidance from the teacher or the fellow students to complete the activity or the task.

It is important as teachers, we should identifies these types of students (students in ZPD) and guide them to complete their work well.

References

Gindis, B. (1999b). Vygotsky’s vision: Reshaping the   practice of special education for the 21st century.   Remedial and Special Education, 20, 333-340.

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www.simplypsychology.org/Vygotsky.ppt

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