learning_theories:social_development_theory
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learning_theories:social_development_theory [2011/02/03 13:02] jpetrovic |
learning_theories:social_development_theory [2011/04/18 11:12] jpetrovic [General] |
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| ===== General ===== | ===== General ===== | ||
| - | Social development theory was introduced in 1920s and 1930s by [[http://www.marxists.org/archive/vygotsky/|Lev Vygotsky]], father of social [[learning_paradigms:constructivism]]. 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: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 1978.)). | + | Social development theory was introduced in 1920s and 1930s by [[http://www.marxists.org/archive/vygotsky/|Lev Vygotsky]], father of social [[learning_paradigms:constructivism]]. This theory gives a **framework for cognitive development** argues that the **key role in cognition development** lies in **social interactions**. In his own words, |
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| + | * "//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.)). | ||
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| 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**. | 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's theory was basis for children learning models like //[[tools of the mind]]// or //[[reciprocal listening/reading]]//. | ||
| ===== Keywords and most important names ===== | ===== Keywords and most important names ===== | ||
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| ===== Read more ===== | ===== Read more ===== | ||
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| + | 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. | Jacobs, G. and Asokan N. Towards a Comprehensive Theory of Social Development. In: Human Choice, World Academy of Art & Science, USA, 1999. | ||
learning_theories/social_development_theory.txt · Last modified: 2023/06/19 18:03 (external edit)
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