Course 8 Constructivism Vygotsky

7/30/2019 Course 8 Constructivism Vygotsky

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Vygotskys

Constructivism


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IntroductionVygotsky contended that, unlike animals that react

only to the environment, humans have the capacity toalter the environme

This adaptive capacity distinguishes humans fromlower forms of lifent for their own purposes.


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Basic Principles One ofVygotskys central contributions to

psychological thought was his emphasis on sociallymeaningful activity as an important influence on

human conscVygotskys theory stresses the interaction of

interpersonal (social), culturalhistorical, andindividual factors as the key to human development

iousness children transform their experiences based on their

knowledge and characteristics and reorganize theirmental structures.


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Of these three influences, the one that has receivedthe most attentionat least among Westernresearchers and practitionersis the interpersonal.Vygotsky considered the social environment criticalfor learning and thought that social interactions trans-formed learning experiences.

Social activity is a phenomenon that helps explainchanges in consciousness and establishes apsychological theory that unifies behavior and mind


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Cognitive change results from using cultural tools insocial interactions and from internal-izing andmentally transforming these interactions (Bruning etal., 2004).Vygotskys posintion is a form of dialectical(cognitive) constructivism because it emphasizes theinteraction between persons and their environments.Mediation is the key mechanism in development andlearning:


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All human psychological processes (higher mentalprocesses) are mediated by such psychological tools aslanguage, signs, and symbols. Adults teach these toolsto children in the course of their joint (collaborative)activity. After children internalize these tools they

function as mediators of the childrens more advancedpsychological processes.


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Key points in Vygotskys theory.1. Social interactions are critical; knowledge is

constructed between two or more people.

2. Self-regulation is developed through internalization(developing an internal representation) of actionsand mental operations that occur in socialinteractions.

3. Human development occurs through the culturaltransmission of tools (language, symbols).


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Cont.4. Language is the most critical tool. Language

develops from social speech, to private speech, tocovert (inner) speech.

5. The zone of proximal development (ZPD) is thedifference between what children can do on theirown and what they can do with assistance from

others. Interactions with adults and peers in the ZPDpromote cognitive development.


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Zone of Proximal DevelopmentA key concept is the zone of proximal development

(ZPD), defined as the distance between the actual

developmental level as determined byindependent problem solving and the level ofpotential development as determined throughproblem solving under adult guidance or in

collaboration with more capable peers .


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In the ZPD, a teacher and learner (adult/child,tutor/tutee, model/observer, master/apprentice,

expert/novice) work together on a task that thelearner could not perform independently becauseof the difficulty level. The ZPD reflects the marxistidea of collective activity, in which those who know

more or are more skilled share that knowledge andskill to accomplish a task with those who knowless.


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The influence of the cultural-historical setting is seenclearly inVygotskys belief that schooling wasimportant not because it was where children werescaffolded but, rather, because it allowed them todevelop greater awareness of themselves, theirlanguage, and their role in the world order.

Participating in the cultural world transforms mentalfunctioning rather than simply accelerate processesthat would have developed anyway.


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the ZPD refers to new forms of awareness that occur aspeople interact with their societies social institutions.The culture affects the course of ones mentaldevelopment.


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ApplicationA common application involves the concept of

instructional scaffolding, which refers to the process ofcontrolling task elements that are beyond the learners

capabilities so that they can focus on and master thosefeatures of the task that they can grasp quickly

To use an analogy of scaffolding employed inconstruction projects, instructional scaffolding has

five major functions: provide support, function as atool, extend the range of the learner, permit theattainment of tasks not otherwise possible, and useselectively only as needed.


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Scaffolding In a learning situation, a teacher initially might do

most of the work, after which the teacher and thelearners share responsibility.

As learners become more competent, the teachergradually withdraws the scaffolding so learners canperform independently

The key is to ensure that the scaffolding keeps learnersin the ZPD, which is raised as they develop capabilities.Students are challenged to learn within the bounds ofthe ZPD.


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Example:

On the job, apprentices operate within a ZPD because

they often work on tasks beyond their capabilities. Byworking with experts, novices develop a sharedunderstanding of important processes and integratethis with their current understandings.Apprenticeships represent a type of dialecticalconstructivism that depends heavily on socialinteractions.


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Source Schunk, D.H. 2012. Learning Theories an Educational

Perspective. Newyork: Pearson

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Course 8 Constructivism Vygotsky