LEV VYGOTSKY - Butler.edublogs.butler.edu/kiberg/files/2013/04/Vygotsky.pdf · LEV VYGOTSKY Amber Zimay and Kaylen Iberg Monday, April 29, 2013. Methods of Development Vygotsky’s

LEV VYGOTSKYAmber Zimay and Kaylen Iberg

Monday, April 29, 2013

Methods of Development

Vygotsky’s main theories of development are and the

.


Methods of Development

Vygotsky’s main theories of development are Scaffolding and the

Zone of Proximal Development .


Zone of Proximal Development

ZPD is the distance between the actual developmental level as determined by problem solving and the level of potential development as determined through problem solving under adult's guidance or in with more capable peers.



ZPD is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult's guidance or in collaboration with more capable peers.



Zone of Proximal is what a child can do verses

what they can do with .



Zone of Proximal Development is what a child can do on their own verses what they can do with help.



Vygotsky believes the role of is to provide children with experiences that are in their .



Vygotsky believes the role of education is to provide children with experiences that are in their ZPD.


Scaffolding

A child is viewed as a , actively

constructing him or herself. The social environment is the

necessary or support system that

allows the child to move forward and continue to build new

competencies.


Scaffolding

A child is viewed as a building, actively constructing him or herself. The social environment is the necessary scaffold or support system that allows the child to move forward and continue to build new competencies.


ScaffoldingComponents

Joint problem solving is of

children in an interesting and culturally meaningful

collaborative problem solving activity with another, jointly

trying to reach a goal.



Joint problem solving is engagement of children in an interesting and culturally meaningful collaborative problem solving activity with another, jointly trying to reach a goal.



Intersubjectivity refers to the process whereby 2

participants who begin a task with a different understanding

arrive at a understanding.



Intersubjectivity refers to the process whereby 2 participants who begin a task with a different understanding arrive at a shared understanding.



Warmth and responsiveness means the adult or more

competent peer uses a pleasant, warm and responsive tone

while providing because this maximizes

the child's engagement with a task and willingness to

challenge themselves.



Warmth and responsiveness means the adult or more competent peer uses a pleasant, warm and responsive tone while providing verbal praise because this maximizes the child's engagement with a task and willingness to challenge themselves.


ScaffoldingGoals

Keeping the child in the ZPD is usually achieved in 2 ways: 1. by structuring the

task and the surrounding environment so that the demands on the child at any

given time are at an challenging level. 2. constantly

adjusting the amount of to the child's current needs and

abilities.


ScaffoldingGoals

Keeping the child in the ZPD is usually achieved in 2 ways: 1. by structuring the task and the surrounding environment so that the demands on the child at any given time are at an appropriately challenging level. 2. constantly adjusting the amount of adult intervention to the child's current needs and abilities.


ScaffoldingGoals

Promoting self regulation is allowing the child to regulate

as much as possible. This requires the adults to relinquish control and

assistance as soon as the child can work . Also,

adults should permit children to grapple with questions and problems and

should intervene only when the child is truly stuck.


ScaffoldingGoals

Promoting self regulation is allowing the child to regulate joint activity as much as possible. This requires the adults to relinquish control and assistance as soon as the child can work independently. Also, adults should permit children to grapple with questions and problems and should intervene only when the child is truly stuck.


Vygotsky

“Pedagogy must be oriented not to the yesterday, but to the tomorrow of the child’s development. Only then can it call to life in the process of education those processes of development which now lie in the zone of proximal development.”


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LEV VYGOTSKY - Butler.edublogs.butler.edu/kiberg/files/2013/04/Vygotsky.pdf · LEV VYGOTSKY Amber Zimay and Kaylen Iberg Monday, April 29, 2013. Methods of Development Vygotsky’s