Vygotsky's theory has two major applications in teaching; cooperative learning and scaffolding. Cooperative learning is now days one of the most popular terms in the american educational setting.The main goal of cooperative learning is to arrange students in groups with different abilities. Slavin (2009) stated that "tutoring by a more competent peer can be effective in promoting growth withing the zone of proximal (ZPD) development as can interactions around complex tasks. The reasoning behind this idea is that because peers operate within the same ZPD they often provide models for each other. The ZPD refers to the level of development immediately above a person’s present level. On the other hand scaffolding is also a very applicable term when it comes to teaching. Slavin (2009), defned sccafolding as a support for learning and poblem solving; might include clues, reminders, encourgament, breaking the problem down into steps, providing an example, or anything else that allows the student to grow in independence as a learner. Other terms currently used in our educational system could also be considered derivates of this theory, like the gradual release model. This models suggests that the teacher should start by leading the instruction and then gradually turn over the responsability of the learning process to the students. This model is intended to allow students to develop critical thinking to their maximum potential.
As a teacher I have had the opportunity to see Vygotsky's theory of cognitive development come to live. When children work together they guide each other through the thinking process, especially when they think aloud. Being in the classroom everyday I have seen students grow and develop critical thinking just by having the opportunity of sharing their thaughts and working with more knowledgeable peers.Cooperative learning provides an ideal learning environment since we are social creatures. However, at times teachers are limited by the requirements of the educational system and are unable to work with students in the "ideal setting" (Due to Curriculum Requirements). Karpov & Haywood (1998) stated that for a curriculum to be developmentally appropriate, the teacher should plan activities that the student is capable to complete, however also incorporate activities that the student can learn with the help of others. Ideally, instruction should be planned to provide practice within the students ZPD.
As a parent/teacher/community member what are your thoughts on how Vygotsky's theory has been incorporated to the educational system?
Friday, November 18, 2011
Thursday, November 17, 2011
Social Interaction and the Impact on Cognition
Vygotsky's theories emphasize the impact of social interaction on all areas of cognition. This view was counter to Piaget's theories since Piaget felt that children's knowledge was constructed from personal experiences. Vygotsky, however, theorized that personal experiences and social experiences can not be separated. He felt that the social environment is what mediates cognitive development.
I was watching a documentary about the educational crisis in the United States and I noticed that some of the most successful programs that have been implemented have Vygotskian elements to them. One program involved a classroom that is set up with computers and the children access a computer program with various lessons. At the child's own pace, they move through the lessons. They must exhibit mastery before moving on to the next level. When they reach a point where they don't understand the lesson, they write their name on the white board in the classroom and another child (or the teacher if a child doesn't respond) goes over and helps the child that is having problems. Without calling it "scaffolding", it was evident that these peers and teachers are scaffolding a child's learning so that they can reach the next level. What the documentary didn't address was the impact that the social environment played in the children's learning. The classroom was "buzzing" with children helping others and being helped by their peers. This element by itself seems to me that it could have an impact on the actual learning that is going on in the classroom. Perhaps it would create a type of motivation to learn based upon the social activity associated with learning. The self-paced lessons on the computer could increase the Zone of Proximal Development (the distance between the most difficult task that a child can do alone and the most difficult task they can do with help) at a faster rate than a child learning in a traditional classroom. Then the scaffolding that is occurring in the classroom could assist the children that are on the edge of learning a new concept which could result in greater overall learning. These children were being stretched cognitively but at their own pace.
What are your thoughts on social interaction and its impact on cognition? Is there a time when children learn better when they are by themselves? Is solitary exploration with the materials in a classroom still a form of the social environment influencing cognition?
I was watching a documentary about the educational crisis in the United States and I noticed that some of the most successful programs that have been implemented have Vygotskian elements to them. One program involved a classroom that is set up with computers and the children access a computer program with various lessons. At the child's own pace, they move through the lessons. They must exhibit mastery before moving on to the next level. When they reach a point where they don't understand the lesson, they write their name on the white board in the classroom and another child (or the teacher if a child doesn't respond) goes over and helps the child that is having problems. Without calling it "scaffolding", it was evident that these peers and teachers are scaffolding a child's learning so that they can reach the next level. What the documentary didn't address was the impact that the social environment played in the children's learning. The classroom was "buzzing" with children helping others and being helped by their peers. This element by itself seems to me that it could have an impact on the actual learning that is going on in the classroom. Perhaps it would create a type of motivation to learn based upon the social activity associated with learning. The self-paced lessons on the computer could increase the Zone of Proximal Development (the distance between the most difficult task that a child can do alone and the most difficult task they can do with help) at a faster rate than a child learning in a traditional classroom. Then the scaffolding that is occurring in the classroom could assist the children that are on the edge of learning a new concept which could result in greater overall learning. These children were being stretched cognitively but at their own pace.
What are your thoughts on social interaction and its impact on cognition? Is there a time when children learn better when they are by themselves? Is solitary exploration with the materials in a classroom still a form of the social environment influencing cognition?
Tuesday, November 15, 2011
What do you think....
What are your views of Vygotsky's principals being implemented/discussed in the videos?
Amazing what watching "videos" can do to help you create a framework....
When I was watching the first video (Zone of Proximal dev. Mov) I was excited to see and hear about Vygotsky’s principal of zone of proximal development when being used in the elementary school. I think that many times early childhood theorist are “characterized” as being for younger children only and the fact is that many of their tenants can be used in elementary school and even higher. This video for me allowed me to see how the use of zone of proximal development could be implemented in classrooms with small groups of children. This video also would allow for both the teacher and more advanced peers to scaffold the learning of other children. The part of scaffolding that I like is that when completed only when needed and then removing or eliminating supports a teacher can also create an environment where a child is encouraged to inquire/question and thus deepen their own learning. In this video the teacher used open ended questions to draw the children’s attention and guide them but not provide all the information. Rather she scaffolded their learning to help them figure out the answer. The goal of this type of scaffolding could also be to provide children with the skills they would need to help figure out new challenges in the future. Thus she taught them learning skills in addition to the new material.
So of course after viewing all the videos and watching the one I posted last I realized how I should have changed the order. J The last video by Bodrova and Leong should have been posted first to create a framework to understand Vygotsky’s principal. But so it is last and I will think of it as a closing for my thinking and self reflection of Vygotsky’s principals. To have the theory described in concise statements provides me with a framework to think of and use when completing the rest of my observations and ultimately my paper. Do I see the child I’m observing actively participating in any of these theoretical principals? Do I see scaffolding, and self regulation being implemented and thus advancing her learning, cognition and ultimately speech? How does social interactions help my student development?
For the second video I had to get “over” the creepy music in the beginning and end but then it was nice to hear Deborah Leong and Elena Bodrova speak about Vygotsky’s theory of regulating behavior and also active learning. Both Deborah Leong and Elena Bodrova have an extensive number of articles on Vygotsky and his principals and also have other videos that demonstrate Vygotsky’s theories in practice. As a student of early childhood education I like being able to put a face with a name of current researchers who use and write about the various child development theories.
The lack of fantasy play and the use of how fantasy play helps a child grow is interesting to hear. Knowing that a child’s fantasy play helps the child to regulate their behavior and then this skill of self-regulation helps them cognitively and academically. SEE there IS a purpose to “play” in early childhood centers! Young children DO need to have the opportunity to direct their own play in free time and to make choices and then follow through on those choices. When looking for a quality early childhood program I see too many using worksheets and drill exercises to “prepare” children for the next level of school. Yet, these early childhood centers are the perfect setting to allow self-regulation to be learned, implemented and practiced! To hear how both student directed and teacher directed learning are used collaboratively during scaffolding is refreshing. Again I believe that children are told too often how to learn and not allowed to direct their learning process. However, who better than the child to tell us where they are and where they want to go! When I think of student directed learning I think of how the special education system is implemented in the United States. Children with special needs are provided with supports and assistance based on them specifically. How wonderful it would be for each child to be taught, reinforced, and their learning to be scaffolded based on what they specifically needed rather than what is to be taught at a specific grade level. Of course our educational system would be turned upside down and teachers would have to stop worrying about state mandated tests that only test learning in one way…..I know that all 3 videos focus on the most popular tenants of Vygotsky’s theory but since this is the first time I’m using several theoretical frameworks to guide a paper I need this basic information repeated over and over so I can then provide a foundation that I am able to use and manipulate. I will have to see how much this repetition will help me when correlating what I observe with Vygotsky’s theory on speech development and the need for social interactions.
Now like the ending music makes me feel, I will proceed into the “Twilight Zone” and continue my learning of theoretical frameworks and focus my observations…. No one knows what mysteries I will find in the school today….
Tuesday, November 8, 2011
Tuesday, November 1, 2011
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