learning_theories:social_development_theory
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learning_theories:social_development_theory [2011/04/18 17:04] jpetrovic [General] |
learning_theories:social_development_theory [2011/04/19 13:17] jpetrovic [General] |
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| - | 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** or //social constructivism// 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, | + | Social development theory was introduced in 1920s by [[http://www.marxists.org/archive/vygotsky/|Lev Vygotsky]], whose theory is according to some the origin of social constructivism(([[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.]] |
| + | )). This theory, sometimes also called **cultural-history theory** or //social constructivism// 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, | ||
| * "//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.)). | * "//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.)). | ||
learning_theories/social_development_theory.txt · Last modified: 2023/06/19 18:03 (external edit)
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