learning_theories:social_development_theory
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learning_theories:social_development_theory [2011/04/18 13:43] jpetrovic [What is social development theory?] |
learning_theories:social_development_theory [2011/04/18 14:12] jpetrovic [Keywords and most important names] |
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| 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.]])): | 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 Vygotsky together with language and culture plays a **crucial role in the process of cognitive development**. Opposed to later Jean Piaget’s [[learning_theories:stage theory of cognitive development]] where development precedes learning, Vygotsky believed that learning precedes development. | + | * **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. |
| - | * **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. 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** (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. |
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| - | 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. 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. This si why Vigotsky was | + | |
| + | 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. | ||
| ===== What is the practical meaning of social development theory? ===== | ===== What is the practical meaning of social development theory? ===== | ||
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| Vygotsky's theory was basis for children learning models like //[[tools of the mind]]// or //[[reciprocal listening/reading]]//. | Vygotsky's theory was basis for children learning models like //[[tools of the mind]]// or //[[reciprocal listening/reading]]//. | ||
| + | ===== Criticisms ===== | ||
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| ===== Keywords and most important names ===== | ===== Keywords and most important names ===== | ||
learning_theories/social_development_theory.txt · Last modified: 2023/06/19 18:03 (external edit)
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