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--- learning_theories:social_development_theory [2013/12/11 14:14]
jpetrovic removed
+++ learning_theories:social_development_theory [2023/06/19 16:03] (current)
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-====== Sociokulturalni model razvoja ======
+====== Social Development Theory ======
-===== Općenito =====
+===== General =====
-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.]]
+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 [[learning_paradigms:constructivism|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.]]
-)). 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:
+)). 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 Vygotsky's own words,
-  * "//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.]])).
+  * "//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//"(([[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.]])).
-===== Što je sociokulturalni model razvoja? =====
+===== What is social development theory? =====
-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.]])):
+Vygotsky's initial ideas on education and learning were influenced by [[http://www.ivanpavlov.com/|Ivan Pavlov]] and [[learning_paradigms:behaviorism|behaviorist stimulus-response learning]], yet these ideas later changed resulting in his social development theory. This theory addresses three main themes(([[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.}}]]
-  * **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.
+  * **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.
-  * **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 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.
-  * **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.
+  * **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.
-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.
+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.
-===== Koje je praktično značenje teorije sociokulturalnog razoja? =====
+===== What is the practical meaning of social development theory? =====
-Prve implikacije Vygotskove teorije dolaze iz naglašene **važnosti socijalnih interakcija**. U skladu s time, **interakcija**, suradnja i vršnjačko davanje uputa između učenika trebale bi biti **poticane** tijekom obrazovnog procesa kako bi se poboljšalo učenje. Učitelji bi trebali surađivati s učenicima i pomoći im izgraditi mišljenje te poticati eksternalizaciju:
+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:
-  * "//učitelj, radeći sa školskim djetetom na danom pitanju, objašnjava, informira, propituje, ispravlja i potiče samo dijete da objašnjava.//"(([[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) ))
-Učitelj ili bilo koji partner u učenju na višem nivou trebao bi biti svjestan razvojnog nivoa svog partnera.
+The teacher or any higher-level partner in the educational process should always be aware of the development level of his partner.
-Drugi učinkovit oblik učenja jest **//podizanje skela//** - osiguravanje **pomoći** učeniku kad kod i **koliko god treba**.
+Another effective form of teaching is **//scaffolding//** - providing learner with **help** when and as much **as needed**.
-===== Kritike =====
+===== Criticisms =====
-Kritike Vygotskyeve teorije naglašavaju da:
+Criticisms of Vygotsky's theory usually emphasize that:
-  * ona ne uzima u obzir **spolne razlike**,
+  * it doesn't take into consideration **gender differences**,
-  * podcjenjuje mogućnosti i zanemaruje osobnu ulogu u učenju,
+  * underestimates abilities and ignores role of an individual,
-  * ne bavi se problematikom načina na koji vanjski svijet postaje dio  uma,
+  * does not address the issue of how outer world is brifget to internal mind,
-  * vrijednost  uratka koji djeca zajedno postignu može dovesti do toga da djeca **postanu lijena** i očekuju pomoć čak i kada nešto mogu postići sama.(([[http://books.google.hr/books?id=T654lHlKwzIC|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.(([[http://books.google.hr/books?id=T654lHlKwzIC|Santrock, John W. Child development. McGraw-Hill, 2003.]]))
-===== Ključne riječi i važna imena =====
+===== Keywords and most important names =====
-===== Bibliografija =====
+===== Bibliography =====
 [[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.]]
@@ Line 58: / Line 58: @@
-===== Pročitajte više =====
+===== Read more =====
 [[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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