learning_theories:social_development_theory
Differences
This shows you the differences between two versions of the page.
| Both sides previous revision Previous revision | Next revision Both sides next revision | ||
|
learning_theories:social_development_theory [2011/04/19 13:29] jpetrovic [Criticisms] |
learning_theories:social_development_theory [2011/04/19 13:32] jpetrovic [What is social development theory?] |
||
|---|---|---|---|
| Line 15: | Line 15: | ||
| [[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.}}]] | [[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. In Vygotsky's theory mind is not seen as autonomous fromsocial and cultural context. Social interaction here 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. |
| * **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. | * **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. | ||
| * **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. | * **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. | ||
learning_theories/social_development_theory.txt · Last modified: 2023/06/19 18:03 (external edit)
Except where otherwise noted, content on this wiki is licensed under the following license: CC Attribution-Share Alike 4.0 International
