learning_theories:social_development_theory
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learning_theories:social_development_theory [2011/04/18 15:15] jpetrovic [What is the practical meaning of social development theory?] |
learning_theories:social_development_theory [2011/04/18 16:48] jpetrovic [Criticisms] |
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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.]])): | ||
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| + | [[http://www.abacon.com/slavin/t14.html|{{ :images:vygotsky.gif?400x400|Vygotsky's theory of social development. Image borrowed from: http://www.abacon.com/slavin/t14.html. Click on the picture to follow the link.}}]] | ||
| * **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. | * **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. | ||
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| ===== What is the practical meaning of social development theory? ===== | ===== What is the practical meaning of social development theory? ===== | ||
| - | 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**, collaboration and peer instruction between learners should be **encouraged** during the educational process, since it will enhance learning. Teacher should also collaborate with the learners and help them construct meaning and he should also try to encourage externalization: |
| - | Finally, a teacher should try to encourage externalization: | + | * "//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) )) |
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| + | The teacher or any higher-level partner in the educational process should always be aware of the development level of his partner. | ||
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| + | Another effective form of teaching is **//scaffolding//** - providing learner with **help** when and as much **as needed**. | ||
| - | * "//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 ===== | ||
| + | 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 ===== | ===== Keywords and most important names ===== | ||
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| [[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.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.learning-theories.com/vygotskys-social-learning-theory.html|Social Development Theory (Vygotsky) at Learning Theories.]] Retrieved April 11, 2011. |
| - | [[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://www.scss.tcd.ie/disciplines/information_systems/crite/crite_web/lpr/teaching/constructivism.html|Logic, Programming, and Robotics |
| + | for non-technical students. Constructivism: Constructivist Theory And Social Development Theory. Trinity College, Dublin.]] Retrieved March 22, 2011. | ||
| - | [[http://tip.psychology.org/vygotsky.html|TIP: Theories. Social Development Theory (L. Vygotsky).]] | + | [[http://tip.psychology.org/vygotsky.html|TIP: Theories. Social Development Theory (L. Vygotsky).]] Retrieved March 22, 2011. |
| - | [[http://www.funderstanding.com/content/vygotsky-and-social-cognition| Funderstanding - Lev Vygotsky and Social Cognition.]] | ||
| ===== Read more ===== | ===== Read more ===== | ||
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| + | [[http://www.marxists.org/archive/vygotsky/works/crisis/|Vygotsky, L. S. The Historical Meaning of the Crisis in Psychology: A Methodological Investigation. Plenum Press, 1987.]] | ||
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| + | [[http://www.marxists.org/archive/vygotsky/works/words/|Vygotsky, L. S. Thinking and Speaking. The M.I.T. Press, 1962.]] | ||
| Newman, Denis, Peg Griffin, and Cole, Michael. The construction zone: working for cognitive change in school. Cambridge University Press, 1989. | 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. | ||
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| - | 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. | Vygotsky, L.S. Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 1978. | ||
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