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8/14/2019 Schools in Need
http://slidepdf.com/reader/full/schools-in-need 1/19
These students have no pencils,
no paper, or standardized texts.
Someone must supply important
finances and provisions to this
school!
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Then, we
must raisefunds.
As the true
teacher, I
hope that
everyone will
be able to do
a good job.
Everyone wants
to grow up to be
the teacher!
How?
Teachers see
that studentscan not learn
without
important
provisions!
Too much
delay! The
students will
be at risk.
They needto be
learning
now.
8/14/2019 Schools in Need
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Let us
consider a
list of essential
provisions.
1. Textbooks and other learning materials
that are necessary for motor development,
holistic learning, and student success:
2. Teaching Manuals
3. Library Books (some which may be lightly
noted in pencil)
--Paper --Pencils --Folders --Glue
4. Sufficient technological resources:
Nobody needs to cry;
Nobody needs to be at risk!
These students need support!
Thesestudents
have no
computers;
they can’t
watch this!
--Computers -- Computer Accessories
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Scaffolding Internalization Inner Speech Self Speech
Zone of proximalDevelopment
Promoting Maximum Cognitive Growth
Cultural Literacy
Vygotsky’s Transitional Theory
The “eternal
child” Vygotsky
did seek.
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What Methods and Concepts of
Vygotskean Theory Work
Together to Promote MaximumCognitive Growth?
• Cultural Literacy• Inner Speech
•Internalization
•Scaffolding
• Self Speech
• Zone of Proximal Development
Let us
organize this
list inalphabetical
order
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Now, take a pencil and write down
each component in our list; and, will
some one please come to the
chalkboard?We must note each
element in our list,
posing questions
that we may infer from our notes,
I will try to be the
teacher at the
chalkboard.
transmitting
conceptstowards the
crucial tool of
language.
I always
try to do
better.
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Cultural Literacybegins through the child’s family
This family
is cultivating
Ethics and
semantics—
cultural
literacy
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Cultural Literacythrough the global community
These individuals
and students
interact to promote
global projects.
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Inner Speech
Inner speech is not the
same as self-speech;
as I read to myself and
solve problems, I
engage in inner speech
and thought.
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Once we have
“internalized” this
information, we will
test ourselves.
This language we are “internalizing” as
words disappear and give rise to thought.
I am thinking
about words.
Now I have new
thoughts.
Internalization(Santiago-Delefosse & Delefosse, 2002, p. 732)
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Scaffolding
The older
children who
already know
how to swim
are teaching theyounger
children to
swim.
Here is my chemistry
teacher. I hope to learn
chemistry very soon.
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Self SpeechBabies engage in self speech or
egocentric dialogue that is not
yet distinguishable. They do not
yet communicate throughdeveloped language.
When
someone triesto talk but is
somehow too
immature to
communicate,
the individual
does engage in
self-speech.
At this time,
Vygotsky’s
“transitional
theory” is
evident.
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Zone of proximal development
Notice the older
individual helping
the younger ones.
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Zone of proximal development
I am working with
older teacherswho allow me to
sit in class as I
begin to learn the
periodic table
and important
concepts of chemistry
The zone of
proximal
development is
the differencebetween the
child's capacity
to solve
problems on
his/her own,
and his/her
capacity to
solve them
with
assistance.
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Here is the test.
I hope you
organized all of
your notes.
A. Zone of proximal development
1. When a family is cultivating Ethics
and semantics that may reach the
community or global level, one may note:
2. As an individual is engaging in
egocentric, indistinguishable dialogue,
illustrating immature consciousness
towards transition, that individual is
engaging in:
B. Cultural literacy
C. Inner speech
D. Scaffolding
E. Internalization
F. Self-Speech
Yes, we both are
correctly solving and
answering these
problems
3. A young student learning to
achieve through direct assistance
provided by older caregivers, parents,
instructors, and peers is benefiting
through:4. As words disappear and give rise
to thought, language that one does
“internalize” is:
5. Reflecting the capacity one has
to perform through assisted help in
contrast to unguided performance is
known as:
6. The development of complex thought
toward a higher consciousness, possibly
towards meta-cognition is known as:
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Did we learn the material?Here are the correct answers:
1. B
2. F
3. D
4. C5. A
6. E
Do we understand these
concepts? Did we learn the
material? I congratulate you
On your efforts towards your
graduation!
Vygotsky did seek the
“Eternal Child”
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Egocentric language develops from a social base that
does not disappear. Assisting in the formation of
structured thought, it is transformed into internalized language,
becoming increasingly complex.
Child development is a progressive process of
individualization based on the essence of a given child.
Externalized language is not internalized language
that includes sound; rather, it is the product
of dynamic transformation.
Establishing Cultural Literacy
Lev S. Vygotsky, 1934/1986Santiago-Delefosse & Delefosse, 2002, p. 738
W l
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The Three Developmental and Interlocking Functions
1
Communicative
Language
Primary form
of language,
Present throughout
Life
Considered
to be social
verbal and
non-verbal
2
Egocentric
Language
(spokento oneself)
EvolutionaryProduct of
Egocentric
Language
With
Syntactic
function
Intimate
Dialect
3
Internalized
or Private
Language
Intellectual function;
Structure, Transitional
Form similar to
Internalized
Language
Autonomous
Function, helping
the child to think,
develop orientation
and awareness
We always
have more
to learn
Santiago-Delefosse & Delefosse, 2002, p. 732
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References
Ormrod, J. E., & University of Phoenix (Ed.), (2003). Lifespan
development and learning; Human Learning (3rd ed.).
Boston: Prentice-Hall, Pearson Custom Education Publishing.
Santiago-Delefosse, M. J., & Delefosse, J. O. (2002).
Spielrein, Piaget and Vygotsky: Three positions on child
thought and language. Theory & Psychology, 12 , p. 723-
747. Retrieved September 11, 2007, fromhttp://www.tap.sagepub.com/cgi/content/abstract/12/6/723
Shotter, J. (2000). Seeing historically: Goethe and Vygotsky's
enabling theory-method. Culture and Psychology, 6 , p. 233-254.
Retrieved September 11, 2007, from
http://cap.sagepub.com/cgi/content/abstract/6/2/233
Ormrod, J. E., & University of Phoenix (Ed.), (2003). Lifespan
development and learning; Human Learning (3rd ed.). Boston: Prentice-Hall, Pearson Custom Education Publishing.
Santiago-Delefosse, M. J., & Delefosse, J. O. (2002).
Spielrein, Piaget and Vygotsky: Three positions on child
thought and language. Theory & Psychology, 12 , p. 723-
747. Retrieved September 11, 2007, from
http://www.tap.sagepub.com/cgi/content/abstract/12/6/723
Shotter, J. (2000). Seeing historically: Goethe and Vygotsky's
enabling theory-method. Culture and Psychology, 6 , p. 233-254.
Retrieved September 11, 2007, from
http://cap.sagepub.com/cgi/content/abstract/6/2/233
Pardon her
mask--she
is in the
Chemistry
lab,
protectingherself