learning_theories:social_development_theory
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learning_theories:social_development_theory [2011/04/18 16:18] jpetrovic [Read more] |
learning_theories:social_development_theory [2011/04/18 16:48] jpetrovic [Criticisms] |
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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: |
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| - | 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) )) | * "//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**. | ||
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| Criticisms of Vygotsky's theory usually emphasize that: | Criticisms of Vygotsky's theory usually emphasize that: | ||
| - | * it doesn't take into consideration gender differences, | + | * it doesn't take into consideration **gender differences**, |
| * underestimates abilities of an individual, | * 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.)) | + | * 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 ===== | ||
learning_theories/social_development_theory.txt · Last modified: 2023/06/19 18:03 (external edit)
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