Cognitive Development II

Vygotsky Higher order mental activities (attention, memory, and problem solving, etc) begin with ones social behavior and then are internalized. –Not really stage-like, but more continuous: from simple to more complex

Socio-cultural Perspective Sensory and perceptual abilities at birth – but culture transforms them into more complex forms.

Key points in Vygotskian theory The adult (or more experienced learner) is the agent of change –Learning occurs through guidance Guided Participation –Active participation in culturally relevant activities beside a more skilled partner –an apprenticeship in thinking and how to use “tools” of the culture. –Has to do with the relationship between teacher & learner.

Key points in Vygotskian theory Zone of Proximal Development –independently vs with the help Scaffolding- Tailoring instruction enough to be successful. Method of teaching Cognitive development occurs within social interactions Language- Language drives cognitive development –primary vehicle of culture and participation in cultural activities

Pertinence of Theory on Education Standardized tests, IQ tests? Testing what we already know? …Or what we are close to knowing? When we test, where are we testing on the zone of proximal development?

Comparison of Piaget and Vygotsky See website under “handouts”“handouts”