Schools in Need

8/14/2019 Schools in Need

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These students have no pencils,

no paper, or standardized texts.

Someone must supply important

finances and provisions to this

school!



Then, we

must raisefunds.

As the true

teacher, I

hope that

everyone will

be able to do

a good job.

Everyone wants

to grow up to be

the teacher!

How?

Teachers see

that studentscan not learn

without

important

provisions!

Too much

delay! The

students will

be at risk.

They needto be

learning

now.



Let us

consider a

list of essential

provisions.

1. Textbooks and other learning materials

that are necessary for motor development,

holistic learning, and student success:

2. Teaching Manuals

3. Library Books (some which may be lightly

noted in pencil)

--Paper --Pencils --Folders --Glue

4. Sufficient technological resources:

Nobody needs to cry;

Nobody needs to be at risk!

These students need support!

Thesestudents

have no

computers;

they can’t

watch this!

--Computers -- Computer Accessories



Scaffolding Internalization Inner Speech Self Speech

Zone of proximalDevelopment

Promoting Maximum Cognitive Growth

Cultural Literacy

Vygotsky’s Transitional Theory

The “eternal

child” Vygotsky

did seek.



What Methods and Concepts of

Vygotskean Theory Work

Together to Promote MaximumCognitive Growth?

• Cultural Literacy• Inner Speech

•Internalization

•Scaffolding

• Self Speech

• Zone of Proximal Development

Let us

organize this

list inalphabetical

order



Now, take a pencil and write down

each component in our list; and, will

some one please come to the

chalkboard?We must note each

element in our list,

posing questions

that we may infer from our notes,

I will try to be the

teacher at the

chalkboard.

transmitting

conceptstowards the

crucial tool of

language.

I always

try to do

better.



Cultural Literacybegins through the child’s family

This family

is cultivating

Ethics and

semantics—

cultural

literacy



Cultural Literacythrough the global community

These individuals

and students

interact to promote

global projects.



Inner Speech

Inner speech is not the

same as self-speech;

as I read to myself and

solve problems, I

engage in inner speech

and thought.



Once we have

“internalized” this

information, we will

test ourselves.

This language we are “internalizing” as

words disappear and give rise to thought.

I am thinking

about words.

Now I have new

thoughts.

Internalization(Santiago-Delefosse & Delefosse, 2002, p. 732)



Scaffolding

The older

children who

already know

how to swim

are teaching theyounger

children to

swim.

Here is my chemistry

teacher. I hope to learn

chemistry very soon.



Self SpeechBabies engage in self speech or

egocentric dialogue that is not

yet distinguishable. They do not

yet communicate throughdeveloped language.

When

someone triesto talk but is

somehow too

immature to

communicate,

the individual

does engage in

self-speech.

At this time,

Vygotsky’s

“transitional

theory” is

evident.



Zone of proximal development

Notice the older

individual helping

the younger ones.



Zone of proximal development

I am working with

older teacherswho allow me to

sit in class as I

begin to learn the

periodic table

and important

concepts of chemistry

The zone of

proximal

development is

the differencebetween the

child's capacity

to solve

problems on

his/her own,

and his/her

capacity to

solve them

with

assistance.



Here is the test.

I hope you

organized all of

your notes.

A. Zone of proximal development

1. When a family is cultivating Ethics

and semantics that may reach the

community or global level, one may note:

2. As an individual is engaging in

egocentric, indistinguishable dialogue,

illustrating immature consciousness

towards transition, that individual is

engaging in:

B. Cultural literacy

C. Inner speech

D. Scaffolding

E. Internalization

F. Self-Speech

Yes, we both are

correctly solving and

answering these

problems

3. A young student learning to

achieve through direct assistance

provided by older caregivers, parents,

instructors, and peers is benefiting

through:4. As words disappear and give rise

to thought, language that one does

“internalize” is:

5. Reflecting the capacity one has

to perform through assisted help in

contrast to unguided performance is

known as:

6. The development of complex thought

toward a higher consciousness, possibly

towards meta-cognition is known as:



Did we learn the material?Here are the correct answers:

1. B

2. F

3. D

4. C5. A

6. E

Do we understand these

concepts? Did we learn the

material? I congratulate you

On your efforts towards your

graduation!

Vygotsky did seek the

“Eternal Child”



Egocentric language develops from a social base that

does not disappear. Assisting in the formation of

structured thought, it is transformed into internalized language,

becoming increasingly complex.

Child development is a progressive process of

individualization based on the essence of a given child.

Externalized language is not internalized language

that includes sound; rather, it is the product

of dynamic transformation.

Establishing Cultural Literacy

Lev S. Vygotsky, 1934/1986Santiago-Delefosse & Delefosse, 2002, p. 738

W l



The Three Developmental and Interlocking Functions

1

Communicative

Language

Primary form

of language,

Present throughout

Life

Considered

to be social

verbal and

non-verbal

2

Egocentric

Language

(spokento oneself)

EvolutionaryProduct of

Egocentric

Language

With

Syntactic

function

Intimate

Dialect

3

Internalized

or Private

Language

Intellectual function;

Structure, Transitional

Form similar to

Internalized

Language

Autonomous

Function, helping

the child to think,

develop orientation

and awareness

We always

have more

to learn

Santiago-Delefosse & Delefosse, 2002, p. 732



References

Ormrod, J. E., & University of Phoenix (Ed.), (2003). Lifespan

development and learning; Human Learning (3rd ed.).

Boston: Prentice-Hall, Pearson Custom Education Publishing.

Santiago-Delefosse, M. J., & Delefosse, J. O. (2002).

Spielrein, Piaget and Vygotsky: Three positions on child

thought and language. Theory & Psychology, 12 , p. 723-

747. Retrieved September 11, 2007, fromhttp://www.tap.sagepub.com/cgi/content/abstract/12/6/723

Shotter, J. (2000). Seeing historically: Goethe and Vygotsky's

enabling theory-method. Culture and Psychology, 6 , p. 233-254.

Retrieved September 11, 2007, from

http://cap.sagepub.com/cgi/content/abstract/6/2/233

Ormrod, J. E., & University of Phoenix (Ed.), (2003). Lifespan

development and learning; Human Learning (3rd ed.). Boston: Prentice-Hall, Pearson Custom Education Publishing.

Santiago-Delefosse, M. J., & Delefosse, J. O. (2002).

Spielrein, Piaget and Vygotsky: Three positions on child

thought and language. Theory & Psychology, 12 , p. 723-

747. Retrieved September 11, 2007, from

http://www.tap.sagepub.com/cgi/content/abstract/12/6/723

Shotter, J. (2000). Seeing historically: Goethe and Vygotsky's

enabling theory-method. Culture and Psychology, 6 , p. 233-254.

Retrieved September 11, 2007, from

http://cap.sagepub.com/cgi/content/abstract/6/2/233

Pardon her

mask--she

is in the

Chemistry

lab,

protectingherself


http://ecampus.phoenix.edu/cap.sagepub.com/cgi/content/abstract/6/2/233





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Schools in Need