Lev Vygotsky Theory (1896-1934)
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Lev Vygotsky was a Russian Psychologist. He believed that the social and cultural interaction plays a critical role in children's learning. through such social interactions, children goes through a continuous process of learning. that is why this theory is also known as "Sociocultural Theory."
He believed that children's upbringing, Social and culture are largely responsible for developing in higher order function of cognitive development.
Vygotsky said,
"Learning is based on the interacting with people."
He gave a theory on Cognitive development in 1934 which theory is also known as Cognitive development theory. he argued that culture has major impact on children's cognitive development. He argued that mainly Language concept arising from the culture.
Cognitive Development Theory:
Vygotsky's Cognitive development theory argues that Social interaction plays a critical role in children's development. Cognitive abilities or development are socially guided and constructed.
Such as culture serves as mediator for the formation and development of specific abilities, like learning, problem solving skill, attention, memory etc.
Simply we can say that,
"Vygotsky says that Cognitive development is the continuous process of Social learning. Social learning comes before cognitive development. Cognitive development varied across Society and culture."
Zone of Potential Development & Scaffolding (ZPD): Vygotsky
ZPD Theory is given by Vygotsky in 1978-1934, Zone of potential development is also known as zone of Proximal development. which refers to the development of learner's skills, attribute, attitude and aptitude in the classroom.
"Difference between actual development level determined by independently problem solving skills and the level of potential development determined through problem solving skills under the guidance of teacher or someone."
Mainly it defines the three zone for learners.
First Zone: They can solve the problems or issues independently without guidance.
Second Zone: In this zone learners can solve problems and issues with or under the guidance of a teacher.
Third Zone: In this zone learners can not solve the problems even in the guidance of a teacher.
Scaffolding: Scaffolding is a temporary support that parents or teachers give a child to do a task.
Vygotsky's Outline for Cognitive Development:
- Culture is Significant Learning
- Language is the Root of culture
- Individuals learn and develop within community
Vygotsky's cognitive theory for Language development:
Vygotsky arises three questions and answer to understand language development in children.
1. What is Language?
2. How language Develops?
3. How biological and environmental influences impact on children?
- Language is a form of communication, Spoken, Written and signed that is based on a system of symbols. by which can present to the feelings, emotions and experience.
- Vygotsky says that language development is depends on society and culture as well as on Linguistic terminology like-
ii. Morphology: Meaning involved in word formation. e.g. ed added in verb to show past tense.
iii. Syntax: Rules of combining words in to make an interrogative sentence.
iv. Semantics: Meaning of word and sentence. logic concerned with meaning.
v. Pragmatics: Appropriate use of language in different context.
Vygotsky's Private Speech:
When we are struggling with a problem or try to remember something that time we started to talk to myself. similarly, child's inability to see things in another point of view.
Vygotsky believed that in similar way child also talk to themselves when they are unable to understand anything by point of that children is called Private Speech.
it is internal process or cognitive process that is why it is also called inner speech.
Click here for Jean Piaget's Theory of Cognitive Development
click here for Peace Education
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