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--- learning_theories:social_development_theory [2011/04/18 16:56]
jpetrovic [What is social development theory?]
+++ learning_theories:social_development_theory [2013/12/10 15:33]
lpopek
@@ Line 1: / Line 1: @@
-====== Social Development Theory ======
+====== Sociokulturalni model razvoja ======
-===== General =====
+===== Općenito =====
-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,
+Teoriju socijalnog razvoja uobličio je dvadesetih godina dvadesetog stoljeća [[http://www.marxists.org/archive/vygotsky/|Lev Vygotsky]] te je ona po nekima postala temelj [[learning_paradigms:constructivism|socijalnog konstruktivizma]](([[http://ehlt.flinders.edu.au/education/iej/articles/v6n3/liu/paper.pdf|Liu, C. H, and R. Matthews. Vygotsky’s philosophy: Constructivism and its criticisms examined. International Education Journal 6, no. 3: 386–399. 2005.]]
+)). Ova teorija, ponekad nazivana //kulturno-povijesnom teorijom//, daje  **okvir za kognitivni razvoj** djece i iznosi da **ključna uloga u razvoju kognicije** leži u **socijalnim interakcijama**. Kao što je Vygotsky sam rekao:
-  * "//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.)).
+  * "//svaka se funkcija (događaj) u djetetovu kulturnom razvoju dogodi dva puta: prvi puta, na socijalnoj razini, i kasnije, na individualnoj razini; prvi puta između ljudi (interpsihički) i kasnije unutar djeteta (intrapsihički). Ovaj koncept može se primijeniti na voljnu pažnju, logičku memoriju i na stvaranje koncepata. Sve funkcije na višoj razini potječu od stvaranja veza između pojedinaca//"(([[http://books.google.com/books?id=RxjjUefze_oC|Vygotsky, L.S. Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 1978.]])).
-===== What is social development theory? =====
+===== Što je teorija socijalnog učenja? =====
-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.]])):
+Početne Vygotskove ideje pod utjecajem su [[http://www.ivanpavlov.com/|Ivana Pavlova]] i [[learning_paradigms:behaviorism|biheviorističkog učenja odgovora na podražaj]]. Te početne ideje kasnije su rezultirale njegovom teorijom socijalnog učenja. Ova teorija oslanja se na tri temeljne postavke (([[http://www.learning-theories.com/vygotskys-social-learning-theory.html|Social Development Theory (Vygotsky) at Learning Theories.]])):
 [[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.
+  * **Socijalna interakcija** - prema Vygotskom zajedno sa jezikom i socijalnim ulogama igra  **glavnu ulogu u procesu kognitivnog razvoja**. Suprotno kasnijoj [[hr:learning_theories:teoriji  kognitivnog razvoja po stupnjevima]] [[http://www.piaget.org/aboutPiaget.html|Jeana Piageta]], gdje razvoj prethodi učenju, Vygotsky je zauzeo stajalište da učenje prethodi razvoju. U njegovoj teoriji um nije predstavljen kao nezavisan od socijalnog i kulturalnog konteksta. Socijalna interakcija ovdje znači  da će kompetentan član nekog društva //eksterno// naučene procese //internalizirati// i njima podučiti manje kompetentne članove društva.
-  * **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 proximal development.
+  * **Posrednik u učenju** (PUU) - termin koji se odnosi na **osobu** (npr. učitelj ili instruktor) ili stroj koji u odnosu na učenika ima **više znanja i vještina u nekom zadatku**, procesu ili konceptu. Ta osoba može pomoći djetetu da nauči nove zadatke i koncepte, ali sve dok ti zadaci i koncepti ne nadilaze granicu približnog razvoja.
-  * **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 performance of a child alone, like the one measured by intelligence tests.
+  * **Područje približnog razvoja** (PPR) - termin koji opisuje //područje// **između** učenikove mogućnosti da **izvrši zadatak uz vodstvo** ili suradništvo i mogućnošću da ga **izvrši sam**. PPR je 'mjesto'  gdje se učenje događa. Motivacija (za ulaženje u PPR) leži u opažanju da će dijete često moći završiti uz pomoć ostalih one zadatke koje ne može završiti sam. **Područje približnog razvoja** je razlika  **između djetetovog sadašnjeg razvjnog nivoa i njegovog potencijalnog razvojnog nivoa**, gdje će njegov kognitivni razvoj doseći vrh kroz socijalne interakcije. Prema Vygotskom dvoje djece može biti na istom razvojnom nivou, ali kada jedno od njih dobiva primjereniju pomoć odraslih, ono će moći riješiti više problema nego ono drugo. Ova vrsta izvedbe (tj. izvedbe uz pomoć drugih) je prema Vygotskom mnogo važnija od izvedbe djeteta samog, kao i ona  mjerena testom inteligencije.
-Vygotsky believed that speech and writing are tools developed from the culture in order to mediate social environment. These tools first help children to communicate their needs and later to develop higher order thinking skills. Egocentric speech(("//Egocentric speech is a form of speech that is observed typically in young children and involves them using speech without addressing anyone in particular. In the following article we shall learn more about egocentric speech and its many components.//" [[http://www.buzzle.com/articles/egocentric-speech.html|Source: Buzzle.com.]])) was according to Vygotsky a transition from social speech to internalized thoughts.
+Vygotsky je smatrao da su govor i pisanje alati razvijeni iz kulture kako bi posredovali ono što dolazi iz socijalne okoline. Ovi alati najprije pomažu djeci da iskažu svoje potrebe, a kasnije da razviju misaone vještine na višoj razini. Egocentrični govor(("//Egocentric speech is a form of speech that is observed typically in young children and involves them using speech without addressing anyone in particular. In the following article we shall learn more about egocentric speech and its many components.//" [[http://www.buzzle.com/articles/egocentric-speech.html|Source: Buzzle.com.]])) je, prema Vygotskom, prijelaz iz socijalnog govora u internalizirane misli.
 ===== What is the practical meaning of social development theory? =====
@@ Line 36: / Line 37: @@
   * it doesn't take into consideration **gender differences**,
-  * underestimates abilities of an individual,
+  * underestimates abilities and ignores role 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.))
+  * does not address the issue of how outer world is brifget to internal mind,
+  * valuing performance children accomplish together may result in children **becoming lazy** and expecting help even when they can accomplish something on their own.(([[http://books.google.hr/books?id=T654lHlKwzIC|Santrock, John W. Child development. McGraw-Hill, 2003.]]))
 ===== Keywords and most important names =====
@@ Line 45: / Line 47: @@
 [[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://www2.yk.psu.edu/~jlg18/506/PDF%20Files/learning%20theory/LevVygotsky.pdf|Riddle, E. M. Lev Vygotsky’s social development theory. 1999.]]
 [[http://www.learning-theories.com/vygotskys-social-learning-theory.html|Social Development Theory (Vygotsky) at Learning Theories.]] Retrieved April 11, 2011.
@@ Line 60: / Line 64: @@
 [[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.
+[[http://books.google.hr/books?id=qEWTuYaELGsC|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. Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 1978.
+[[http://generative.edb.utexas.edu/classes/knl2008sum2/eweekly/vygotsky1978.pdf|Vygotsky, L.S. Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 1978.]]

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