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Theories of Cognitive DevelopmentVYGOTSKY
Learning Objectives
Outline Vygotsky’s theory of cognitive development
Describe research to support this theory
Evaluate this theory using IDA
The importance of the role of other, more knowledgeable people in children’s development.
Vygotsky argued that although children can acquire some concepts through their own unaided play, they acquire the mechanisms of thinking and learning as a result of the social interactions between themselves and the adults around them.
Differences from Piaget
Vygotsky’s theory
Social interaction
Language
Scaffolding and ZPD
An idea central to Vygotsky’s theory is the zone of proximal development (ZPD):
This is the area between what the child can do on their own and what they can do with the help of adults or more experienced peers.
Full development of the ZPD depends upon full social interaction
ZPD
Proximal means what comes next:
The idea is that a child is only able to take the next step in their cognitive development if another person (typically an adult) supports and prompts them to do so. This sort of assistance has been called scaffolding.
Proximal
Scaffolding: support and prompting, usually provided by an adult, which helps a child achieve cognitive tasks they could not achieve alone.
An important aspect of scaffolding is that there is a gradual withdrawal of support as the child’s knowledge and confidence increase.
Scaffolding
Vygotsky’s theory
Social interaction
Language
Scaffolding and ZPD
Use the hand-out to outline these features of Vygotsky’s theory
Evaluation
Supporting evidence – Wood and Middleton (1975)
Cut and stick for strengths and weaknesses
Add your own IDA
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