Welcome to the School: Activity By Astrid Garnica

Welcome to the School

MEMBERS

Astrid Garnica
Nataly Cotes
Sandra Peña
Sandra Cuadros

ZONE PROXIMAL DEVELOPMENT - ZPD

It means – what comes next. His theory was tested in children´s thinking and tasks´ making are socially constructed out of their environment, because they cannot yet do a task alone but with a competent people. Hence, the distance between Developmental state and potential development is the notion of ZPD. A learner is capable to learn something with an appropriate stimulation. 

PRIVATE SPEECH, OR SELF-TALK.

He believed that language is an important tool for thought and plays a key role in cognitive development. He introduced the term private speech, or self-talk. This refers to when children “think out loud”. After learning language, children engage in self-talk to help guide their activity and develop their thinking. Self-talk continues until children reach school age. Vygotsky sees private speech as a way of children learning to regulate them. Vygotsky believed that language makes thought possible and is thus the basis of consciousness. Without language his view was that human development could not exceed that of primitive sense and perception functions, characteristic of lower forms of mammalian life. 

Language was also seen as the tool of culture which enables social interaction, and thus the direction of behavior and attitudes, and indeed the propagation and development of culture itself. The specific and early relationship of language and cognition can be identified through three key stages in the development of speech: social, egocentric and inner speech.

THE CHAMPION OF SOCIAL CONSTRUCTIVISM IS VYGOTSKY

Theories raised by Vygotsky help us to understand child development in the psychological aspect to guide parents and teachers achieving better development in children. Vigotsky affirms that the social context influences the individual with regard to his learning and this in front of his environment, where the teacher plays a mediating role. The human being learns from his birth and is interpreting his way as it satisfies his needs. According to Vigotsky the human being has a natural development.

The learning and teaching should be based on the goals that the subject wants to achieve in order that it develops his potentials. It is interesting the contribution of this theory that gives a modern approach to the educational process and that centers his work on the subject of the education, that is to say raises the educational process as a challenge for the teacher.

In accordance with Vygotsky, for the curriculum to be developmentally appropriate, the teacher must plan activities that encompass not only what children are capable of doing on their own but what they can learn with the help of others (Karpov & Haywood, 1998).

For example, in a classroom the teacher explains and gives an example of the elements of the narrative. Then create groups and gives them a written short story each and asks students to identify the elements of the narrative, (plot, setting, atmosphere,character, point of view, and literary devices). Then the teacher ask questions about what selected and each group presents their response generating a debate. 

CHARACTER

The theory of constructivism refers to how to acquire knowledge significantly, according to Vygotsky. Moreover, Vygotsky said that the language is a key to acquire new learning tool. He stated that interaction between people and their environment is essential for learning.

Mediation: It is the bridge between teacher and student to achieve a new learning. The teacher's role is not to give answers but to bring his student the opportunity to discover their own knowledge with the help of prior knowledge.

Zone of proximal development, "those functions that have not yet matured but are in the process of maturation, functions that a morning not far reach maturity "(Vygotsky: 1978).

For example, the second graders will learn about the digestive system, they already have some knowledge about your body. We change the practice by theory. And we started eating a fruit while the student ask questions about the process we started ingestion, which involved body parts. sheets and videos on the subject is to reinforce learning.

VYGOTSKY´S THEORY

Welcome to this interesting blog where you can find valuable information about the theory of Vygotsky and Constructivism.

Vygotsky was one of the early constructivism and the champion of social one. His view was emphasized in  ZPD - “zone proximal development".

Use a Learning Theory Constructivism

Social Constructivist

1. Language, Culture, & Knowledge

Vygotsky (1934) emphasized the role of language and culture in cognitive development and in how we perceive the world, and claimed that they provide frameworks through which we experience, communicate, and understand reality.

He demonstrated the importance of language in learning by demonstrating that in infants, communication is a pre-requisite to the child’s acquisition of concepts and language. But, he suggests that people learn with meaning and personal significance in mind, not just through attention to the facts:

I do not see the world simply in colour and shape but also as a world with sense and meaning. I do not merely see something round and black with two hands; I see a clock…. (p. 39)

Language and the conceptual schemes that are transmitted by means of language are essentially social phenomena. Knowledge is not simply constructed, it is co-constructed.

2. The Zone of Proximal Development

Vygotsky believed that learning takes place within the Zone of Proximal Development. In this, students can, with help from adults or children who are more advanced, master concepts and ideas that they cannot understand on their own. This model has two developmental levels:

1.  The level of actual development – point the learner has already reached & can problem-solve independently.

2.  The level of potential development (ZDP) – point the learner is capable of reaching under the guidance of teachers or in collaboration with peers.

The ZDP is the level at which learning takes place. It comprises cognitive structures that are still in the process of maturing, but which can only mature under the guidance of or in collaboration with others.

For example, let's say a teacher is instructing students about the water cycle. If a teacher has already taught a lesson on the concept of evaporation, the teacher should use this prior knowledge of evaporation when introducing information about condensation. The child will then be able to make connections between the different phases of the water cycle. However, in some cases, the teacher might not be the most effective person to convey a concept. Vygotsky said children learn through a process developmental psychologists now call scaffolding, though Vygotsky himself never used that term. So, Group work and collaborative projects with peers who have mastered a task or concept might prove effective as well. 

“The child is able to do in collaboration today; he will be   able to do independently tomorrow” 

Lev Vygotsky.

Many schools have employed the traditional way of teaching in which a teacher transmits information to students. In contrast, Vygotsky’s theory promotes a learning environment in which students play an active role in learning.

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References:

http://www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_Social_Constructivism

http://lifestyle.howstuffworks.com/family/parenting/child-development/zone-proximal2.htm