1. * Today we are going to be learning about a new development theorist. * Think about something that you learned (or are maybe still learning). Maybe you could not quite achieve this task all alone, but you needed help (from an adult, teacher, friend, coach, etc.) * Describe this situation and what they did/ how they helped you

2. * While we are taking notes today be sure to think about what we have learned about Piaget and his theory. * What are the differences? * Which psychologist’s theory do you agree with more?

3. Vygotsky’s Social Development Theory Unit: Developmental Psychology By: Ms. Seetin

4. Russian psychologist Worked in post-revolutionary Soviet Union to rebuild psychology along Marxist lines Applied psych. to problems confronting the new state, especially in the field of ed psych. Worked to create theories of cognitive development

5. * Zone of Proximal Development * Scaffolding * Language/ dialogue * Tools of the culture

6. Vygotsky Continued Vygotsky Continued * Conducted research & writing during the same time as Piaget (1920’s & 1930’s) * His writings were banned in the Soviet Union in 1936 & only became available in the west in the 1960’s * He died of tuberculosis at the age of 38.

7. * For 20 years after his death, it was forbidden to discuss, disseminate or reprint any of his writings * His works could be read only in a single library in Moscow by special permission of the secret police * After Stalin’s death, his writings were rediscovered

8. * Vygotsky- Differences from Piaget’s Cognitive Learning * Different than Piaget’s image of the individual constructing understanding alone * Everything is social * Vygotsky saw cognitive development as depending more on interactions with people & tools in the child’s world. * Tools are real: pens, paper, computers; * or Tools are symbols: language, math systems, signs

9. * The Big Ideas… * Explained complex learning through Guided Participation. * Explained things that are taught rather than discovered (reading, writing etc.) * a way to “share the thinking load” * Helping a novice accomplish a complex task * Assistance can be physical or mental & come from adults or peers * Scaffolding: where the more knowledgeable other provides some type of structure.

10. * The Big Ideas… * Vygotsky developed the theory of the Zone of proximal development (ZPD) * The distance between where a learner is at developmentally on their own & where a learner could be with the help of a more knowledgeable other. * A more knowledgeable other can be an adult or a peer, helping a learner in this way is to scaffold their learning. Scaffolding occurs through the process of internalization… mediated by language and thought (https://www.youtube.com/watch?v=0BX2ynEqLL4https://www.youtube.com/watch?v=0BX2ynEqLL4

11. * The zone of proximal development, often abbreviated as ZPD, is the difference between what a learner can do without help and what he or she can do with help.

12. * Guided participation is a process through which an experienced person helps another person who has less experience to become competent in practices that are personally and socially meaningful practices of everyday life.

13. * A scaffold is a temporary framework that is put up for support and access to meaning and taken away as needed when the child secures control of success with a task. A construct that is critical for scaffolding instruction is Vygotsky's concept of the zone of proximal development (ZPD).

14. * Examples of Guided Participation * A mother sitting with her toddler singing, “Baa, baa black sheep have you any wool, yes sir, yes sir ….” at this point the mother pauses and the child sings loudly, “THREE BAGS FULL!”. * How is this guided participation?

15. * Examples of Guided Participation * A 6-year old lost a toy & asks her father for help. The father asks her where she last saw the toy; the child says, “I can’t remember.” He asks a series of questions – “Did you have it in your room? Outside?” To each question the child answers “No”. When he asks, “In the car?”, she says “I think so” and finds the toy in the car. * In this story, who found the toy?

16. * Examples of Guided Participation * Think back to driver’s ed. and driving around with your parents and your temporary driver’s license. * In what ways did your parent or driving instructor provide guided participation for you?

17. * Vygotsky and Schools * Emphasized social learning * We can often complete harder tasks with someone else than we could alone. * Collaborative learning, group presentations, group work * Zone of Proximal Development * The teacher considers how much scaffolding to give a student to help them learn. * A push for “authentic learning”. * Learning is tied to the context it is in.

18. * Motivation & Vygotsky * This view emphasizes how people’s identities are formed by their participation in a group * Students can be motivated to learn by participating in communities where learning is valued * Ex: Children want to learn to read & write to become members of the “literary club”, to be able to participate and interact with the written world

19. * “It is through others that we become ourselves” * All learning is social * “What a child can do in co-operation today he can do alone tomorrow” * Guided participation, ZPD, scaffolding

20. * http://study.com/academy/lesson/differences -between-piaget-vygotskys-cognitive- development-theories.html http://study.com/academy/lesson/differences -between-piaget-vygotskys-cognitive- development-theories.html * Differences between the two

22. * 1: Vygotsky places more emphasis on culture affecting/shaping cognitive development - this contradicts Piaget's view of universal stages and content of development. (Vygotsky does not refer to stages in the way that Piaget does). * (i) Hence Vygotsky assumes cognitive development varies across cultures, whereas Piaget states cognitive development is mostly universal across cultures.

23. * 2: Vygotsky places considerably more emphasis on social factors contributing to cognitive development (Piaget is criticized for underestimating this). * (i) Vygotsky states cognitive development stems from social interactions from guided learning within the zone of proximal development as children and their partners co-construct knowledge. In contrast Piaget maintains that cognitive development stems largely from independent explorations in which children construct knowledge of their own.(ii) For Vygotsky, the environment in which children grow up will influence how they think and what they think about.

24. * 3: Vygotsky places more (and different) emphasis on the role of language in cognitive development (again Piaget is criticized for lack of emphasis on this). For Vygotsky, cognitive development results from an internalization of language.

25. * 4: According to Piaget, language depends on thought for its development (i.e. thought comes before language). For Vygotsky, thought and language are initially separate systems from the beginning of life, merging at around three years of age, producing verbal thought (inner speech).

26. * https://www.youtube.com/watch?v=yY- SXM8f0gU https://www.youtube.com/watch?v=yY- SXM8f0gU

27. * Alive at the same time * Developmental psychologists * Theories have educational implications * Believe cognitive development requires stimulation

28. * If you haven’t already make sure to turn in (these have been due) * Baby Einstein & ACA(children and TV) questions * STUDY GUIDE (Cognition, language, and conditioning)

29. * Before you go- recall what you have learned about Vygotsky and Piaget. * Which one do you agree with more? Why? * OR * Which do you think is better for education (think K-12 th grades)? Why? (full sentences- be sure to give reasons that are backed with support- WHAT aspect of the theory do you think is more legitimate, etc.)

30. * I will collect 5 Do-Nows next Thursday * If you are short, I recommend going on fusion to check them. * Make sure that these are your BEST 5