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--- learning_theories:social_development_theory [2011/02/03 11:10]
jpetrovic [What is social development theory?]
+++ learning_theories:social_development_theory [2011/04/18 15:32]
jpetrovic [Criticisms]
@@ Line 3: / Line 3: @@
 ===== General =====
-Social development theory was introduced in 1920s and 1930s by [[http://www.marxists.org/archive/vygotsky/|Lev Vygotsky]]. This theory gives a **framework for cognitive development** argues that the **key role in cognition development** lies in **social interactions**. In his own words, "//every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals//"((Vygotsky, L.S. Mind in Society. Cambridge, MA: Harvard University Press. 1978.)).
+Social development theory was introduced in 1920s and 1930s by [[http://www.marxists.org/archive/vygotsky/|Lev Vygotsky]]. This theory, sometimes also called cultural-history theory gives a **framework for cognitive development** in children and argues that the **key role in cognition development** lies in **social interactions**. In his own words,
+  * "//every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals//"((Vygotsky, L.S. Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 1978.)).
 ===== What is social development theory? =====
-Vigotsky's theory addresses three main themes(()):
+Vygotsky's initial ideas on education and learning were influenced by [[http://www.ivanpavlov.com/|Ivan Pavlov]] and behaviorist stimulus-response learning, yet these ideas later changed resulting in his social development theory.  theory addresses three main themes(([[http://www.learning-theories.com/vygotskys-social-learning-theory.html|Social Development Theory (Vygotsky) at Learning Theories.]])):
-  * **Social interaction** - which according to Vigotsky plays a crucial role in the process of cognitive development (and therefore learning precedes development), opposed to Jean Piaget’s [[learning_theories:stage theory of cognitive development]] where development precedes learning.
+  * **Social interaction** - which according to Vygotsky together with language and  culture plays a **crucial role in the process of cognitive development**. Opposed to later [[http://www.piaget.org/aboutPiaget.html|Jean Piaget]]’s [[learning_theories:stage theory of cognitive development]] where development precedes learning, Vygotsky believed that learning precedes development. Social interaction means that a more competent member of the culture will //externalize// learned processes which will then be //internalized// and thereby learned by a less competent member.
-  * **The More Knowledgeable Other** (MKO) - a term that addresses person (typically teacher or instructor, but others as well) or a machine that, when compared to the learner, has more knowledge and skills related to a particular task, process or concept
+  * **The More Knowledgeable Other** (MKO) - a term that addresses a **person** (typically teacher or instructor, but others as well) or a machine that, when compared to the learner, has **more knowledge and skills related to a particular task**, process or concept. This person can help a child to learn new concepts and tasks, but only as long as those tasks and concepts don't exceed the zone of proiximal development.
-  * **The Zone of Proximal Development** (ZPD) - a term to describe the //zone// between learners ability to complete a task with guidance or collaboration and ability to solve it alone. The ZPD is where learning occurs.
+  * **The Zone of Proximal Development** (ZPD) - a term to describe the //zone// **between** learners ability to **complete a task with guidance** or collaboration and ability to **solve it alone**. The ZPD is where learning occurs. Motivation for introduction of ZPD lies in observation that children could often accomplish tasks with the help of others that they could not accomplish alone. The **zone of proximal development** is the difference **between a child's current level of development and his or her potential level of development**, where full cognitive development is achieved through social interaction. According to Vygotsky, two children may be at the same level of actual development, but given the appropriate help from an adult, one might be able to solve many more problems than the other. This kind of performance was to Vygotsky much more important than poerformance of a child alone, like the one measured by intelligence tests.
-Motivation for introduction of ZPD lies in observation that children could often accomplish tasks with the help of others that they could not accomplish alone. The abilities that children can demonstrate when given assistance are in the process of becoming internalized, what implies that cognitive development is limited to this certain time span which he calls the "zone of proximal development" (ZPD).
+===== What is the practical meaning of social development theory? =====
-The zone of proximal development is the difference between an individual's current level of development and his or her potential level of development. The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone. Furthermore, full development during the ZPD depends upon full social interaction.
+First implication of Vygotsky's theory comes from the emphasized **importance of social interaction**. In accordance with that, **interaction** between learners should be **encouraged** during the educational process, since it **will enhance learning**. Another effective form of teaching should be **//scaffolding//** - providing learner with **help** when and as much **as needed**.
-Vygotsky argues that at any given time in development there are certain problems that children are on the verge of being able to solve, all they need is structure, clues, reminders, help with remembering details, encouragement, and so on.
+Finally, a teacher should try to encourage externalization:
-===== What is the practical meaning of social development theory? =====
+  * "//the teacher, working with the school child on a given question, explains, informs, inquires, corrects, and forces the child himself to explain.//"(([[http://www.amazon.com/Collected-Works-L-S-Vygotsky-Psycholinguistics/dp/030642441X#reader_030642441X|Vygotsky, L. S. The collected works of L. S. Vygotsky: Vol. 1. Problems of general psychology (R. W. Rieber & A. S. Carton, Vol. Eds.; N. Minick, Trans.). New York: Plenum, 1987.]] (Originally written or published between 1929 and 1935) ))
+===== Criticisms =====
+Criticisms of Vygotsky's theory usually emphasize that:
+  * it doesn't take into consideration gender differences,
+  * underestimates abilities of an individual,
+  * valuing performance children accomplish together may result in children becoming lazy and expecting help even when they can accomplish something on their own.((Santrock, John W. Child development. McGraw-Hill, 2003.))
 ===== Keywords and most important names =====
@@ Line 29: / Line 38: @@
 ===== Bibliography =====
+[[http://www.scribd.com/doc/41760294/Educational-Psychology-a-Century-of-Contributions|Zimmerman, Barry J., and Dale H. Schunk. Educational psychology: a century of contributions. Routledge, 2003.]]
+[[http://www.learning-theories.com/vygotskys-social-learning-theory.html|Social Development Theory (Vygotsky) at Learning Theories.]]
+[[http://www.scss.tcd.ie/disciplines/information_systems/crite/crite_web/lpr/teaching/constructivism.html|LPR @TCD - Constructivism: Constructivist Theory And Social Development Theory.]]
+[[http://tip.psychology.org/vygotsky.html|TIP: Theories. Social Development Theory  (L. Vygotsky).]]
+[[http://www.funderstanding.com/content/vygotsky-and-social-cognition| Funderstanding - Lev Vygotsky and Social Cognition.]]
 ===== Read more =====
+Newman, Denis, Peg Griffin, and Cole, Michael. The construction zone: working for cognitive change in school. Cambridge University Press, 1989.
+Jacobs, G. and Asokan N. Towards a Comprehensive Theory of Social Development. In: Human Choice, World Academy of Art & Science, USA, 1999.
+Vygotsky, L.S. Thought and Language. Cambridge, MA: MIT Press. 1962.
+Vygotsky, L.S. Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 1978.

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