1. Lev Vygotsky A Russian psychologist (1896 – 1934) A Russian psychologist (1896 – 1934) Introduced to American audiences in the 1960’s Introduced to American audiences in the 1960’s Concerned with “Social Other” in child development Concerned with “Social Other” in child development

2. Vygotsky’s Concerns Was interested in improving the practical conditions for children’s education Was interested in improving the practical conditions for children’s education –“Teaching/learning is a decisive factor during school age which determines the entire subsequent fate of the child’s mental development, including the development of his concepts...” –“One can hardly doubt the total inadequacy of the view which claims that a child acquires concepts in their finished state during the course of his schooling.... A straightforward learning of concepts always proves impossible and fruitless.”

3. “ Man is a social creature, that without social interactions he can never have developed in himself any of the attributes and characteristics which have developed as a result of the methodical evolution of all humankind ” - Vygotsky Cognitive skills originate in social relations and culture, and a child’s development is inseparable from social and cultural activities. Cognitive skills originate in social relations and culture, and a child’s development is inseparable from social and cultural activities. Children need role models, and if those role models are deficient or lacking then children will not develop to their full potentials. Children need role models, and if those role models are deficient or lacking then children will not develop to their full potentials.

4. “A child’s environment in the direct sense of the word keeps changing at every age” - Vygotsky The role that the environment plays in development is complicated. The role that the environment plays in development is complicated. –Stresses that one must consider that each child perceives and develops in its environment differently –The relationship between child and environment is in constant state of flux due to both the changing environment and the changing child over time.

5. Vygotsky as Innovator Rejected two dominant developmental views of his day. Rejected two dominant developmental views of his day. 1) Separatist perspective: development and instruction are separate and independent processes (Piaget). 2) Identity Perspective: development and instruction are essentially the same (William James).

6. Vygotsky’s Assumptions 1) Child’s cognitive skills can be understood only when they are developmentally analyzed and interpreted. 1) Child’s cognitive skills can be understood only when they are developmentally analyzed and interpreted. 2) Cognitive skills are mediated by words, language, and forms of discourse, which serve as psychological tools for facilitating and transforming mental activity. 2) Cognitive skills are mediated by words, language, and forms of discourse, which serve as psychological tools for facilitating and transforming mental activity. 3)Cognitive skills have their origins in social relations and are embedded in a sociocultural backdrop. 3)Cognitive skills have their origins in social relations and are embedded in a sociocultural backdrop.

7. Vygotsky in Practice His ideas are aligned with social constructivism. His ideas are aligned with social constructivism. US educational applications of his ideas begin to resemble some of the practices of John Dewey US educational applications of his ideas begin to resemble some of the practices of John Dewey

8. Zone of Proximal Development Vygotsky’s term for the range of tasks that are too difficult for children to master alone but that can be mastered with guidance and assistance from adults or more-skilled children. Vygotsky’s term for the range of tasks that are too difficult for children to master alone but that can be mastered with guidance and assistance from adults or more-skilled children. The lower limit of the ZPD is the level of problem solving reached by the student working independently. The upper limit is the level of additional responsibility the student can accept with the assistance of an able instructor. The lower limit of the ZPD is the level of problem solving reached by the student working independently. The upper limit is the level of additional responsibility the student can accept with the assistance of an able instructor.

9. Zone of Proximal Development The ZPD underscores his belief in social interaction. The ZPD underscores his belief in social interaction. Studies found that “children do not imitate what they know well nor what is far beyond their linguistic level. They imitate what they are in the process of learning.” Studies found that “children do not imitate what they know well nor what is far beyond their linguistic level. They imitate what they are in the process of learning.”

10. Putting the ZPD to Use Instruction should begin towards the zone’s upper limit. Instruction should begin towards the zone’s upper limit. As the instruction continues the teacher gradually reduces the aid until no more aid is needed. As the instruction continues the teacher gradually reduces the aid until no more aid is needed. As a result, a new ZPD is produced – what used to be the upper limit is now the lower limit of the new ZPD. As a result, a new ZPD is produced – what used to be the upper limit is now the lower limit of the new ZPD.

11. Scaffolding In the 1970’s Wood, Bruner, and Ross introduced the term ‘scaffolding’ to describe the process by which an adult assists a child in carrying out a task beyond his or her capacity. Although they did not refer to Vygotsky’s work, subsequent research draws parallels between scaffolding and the ZPD. In the 1970’s Wood, Bruner, and Ross introduced the term ‘scaffolding’ to describe the process by which an adult assists a child in carrying out a task beyond his or her capacity. Although they did not refer to Vygotsky’s work, subsequent research draws parallels between scaffolding and the ZPD. Over the course of a session a more-skilled person adjusts the amount of guidance to fit the student’s current performance level. Over the course of a session a more-skilled person adjusts the amount of guidance to fit the student’s current performance level. Initially a student’s concepts may be rich but disorganized and spontaneous. Through dialogue with the teacher, the student’s ideas become more systematic, logical and rational. Initially a student’s concepts may be rich but disorganized and spontaneous. Through dialogue with the teacher, the student’s ideas become more systematic, logical and rational.

12. Applying Scaffolding Remember that students can learn from both more-skilled adults and peers. Remember that students can learn from both more-skilled adults and peers. Observe the students and smoothly provide support when needed. Observe the students and smoothly provide support when needed. Encourage the students to practice the skills, especially when they hesitate. Encourage the students to practice the skills, especially when they hesitate.

13. Video Activity Time!!! Activity Time!!!

14. Sources Santrock, John W. (2006). Educational Psychology. New York. Santrock, John W. (2006). Educational Psychology. New York. Vygotsky, Lev. (1994). The Vygotsky Reader. Van der Veer, Rene and Jaan Valsiner, eds. Oxford. Vygotsky, Lev. (1994). The Vygotsky Reader. Van der Veer, Rene and Jaan Valsiner, eds. Oxford. Newman, Fred and Lois Holzman. (1993). Lev Vygotsky: Revolutionary Scientist. London. Newman, Fred and Lois Holzman. (1993). Lev Vygotsky: Revolutionary Scientist. London.