A Vygotskian Approach to self regulation and learning

Dr. Elena Bodrova and Dr. Deborah Leong

By Orlene Bernier

Tools is an early childhood education curriculum based on the work of Vygotsky, who views learning as active play and as socially mediated by teachers and classmates. 

Develops cognitive skills such as self-regulation, deliberate memory, and focused attention while developing academic skills.

Views play as the leading skill-development activity for young children and emphasizes the teacher’s role in supporting the development of mature, intentional dramatic play.

What is it?

History The Tools of the Mind curriculum began in 1993 at

Metropolitan State College of Denver.The whole premise for Tools of the Mind was based

on Vygotsky’s “Zone of Proximal development”. We need all students in their Zone of Proximal Development for

optimal learning.

Lev VygotskyAccording to Vygotsky, until children learn to

use mental tools, their learning is largely controlled by the environment: they attend only to the things that are the brightest or loudest and they can remember something only if has been repeated many times.

Children can transform their physical, social and emotional behaviours when tools have been mastered. From being "slaves to the environment," children become "masters of their own behaviour.“

Tools of The Mind Program

Utilizes Play as a vehicle to:Learn Impulse-control (resisting to act out

even when driven to do so) Develop Working memory (holding

information in your head while completing a task)

Learn Flexibility in thinking (being able to adjust from situation to another without difficulty)

In a Tools ClassroomTeachers systematically scaffold children's moving along

the continuum of self-regulation from being regulated by others to engaging in "shared" regulation to eventually becoming "masters of their own behaviour."

Children gain control of their social, emotional, and cognitive behaviours by learning how to use a variety of "mental tools."

Teaching of early literacy and mathematics emphasizes building underlying cognitive competencies such as reflective thinking and meta cognition.

Children practice self-regulated learning throughout the day by engaging in a variety of specifically designed developmentally appropriate self-regulation activities.

Children learn to regulate their own behaviours as well as the behaviours of their friends as they enact increasingly more complex scenarios in their imaginary play in preschool and in learning activities in kindergarten.

What makes Tools Unique?A focus is emphasized on self-regulationScaffolding techniques are used for a diverse

population of childrenBuilds on the executive functions of the brainUses constant scaffolding and monitoring to enable

the child to become successful and independentPlay provides a unique context in which children are

motivated to act and at the same time develop the ability to self-regulate their behaviour

As play matures, there is a progressive transition from reactive and impulsive behaviours to behaviours that are more deliberate and thoughtful

Every moment is devoted in some way to teaching the kids how to regulate their behaviour and emotions

How is tools implemented?

Tools is designed as a core curriculum that works for all children including those with identified special needs

Tools activities are multi-level so instruction is individualized within the design of each activity

Specific scaffolds for children with special needs as well as those who are non-English speakers are written into each activity

Specialized training is given to teachers and staff to ensure they work together in a coordinated manner

Materials include both Tools-designed materials and materials already present in most primary classrooms

Tools staff help district personnel inventory their existing materials and then suggest modifications, adaptations and additions

Tools is designed to be implemented in both full and half day programs with a teacher and one part-time or full-time paraprofessional, depending on class size

Pacing guides are developed that ensure that instruction matches end-of-year district benchmarks and standards

What are the Characteristics of Tools of

the Mind?Content is presented in an integrated,

developmental wayAll instructional formats and activities in

Tools are researched basedStrategies include child-directed activities,

teacher directed activities and collaborative partner activities

Instructional strategies match activitiesProgress is monitored daily, weekly and

monthly

Self RegulationIncludes: The ability to stay on task Ignore distractions Remember on purpose Hold two strategies in mind at the same time The development of self-discipline The motivation to succeed

When children are self regulated, every activity they engage in is a learning

activity and they can follow rules without the teachers support!

Children who are not self-regulated can behave if the teacher is watching

them and learn if the teacher is helping them pay attention, but without the

teacher’s direction, the child will not (cannot) learn.

Tools Implementation1. Make sure that children have sufficient time for play2. Provide ideas themes that extend children’s

experiences and enrich the play3. Choose appropriate props and toys4. Help children plan their play5. Monitor the progress of the play6. Coach individuals who may need help7. Suggest or model how themes can be woven

together8. Model appropriate ways to solve disputes9. Encourage children to mentor each other in play

Point of Interest Children from Tools Program were twice

as likely to successfully complete tasks that require three of the most important executive functioning skills than children attending standard education programs:

Impulse controlWorking MemoryFlexibility in thinking

What does it look like?So, before Emmy and Zee even think about picking up aToy, they sit down with their teacher at a small classroom table and fill out some paperwork.

That’s right. PAPERWORK!On a small blank form, they spell out their intentions. “I want to play bookstore, each girl writes with assistance. Then she draws a picture of herself playing bookstore. Then, together with her teacher, she reads back her intention so that everyone is clear about what is going to happen. Finally, each girl grabs an armful of props and makes her way to the corner, where (as in most

preschool and early years classrooms) strong disagreements about the

appropriate way to play bookstore ensue.

Executive Function While all that play might have been looked a lot like

time spent doing nothing much at all, It actually helped build a critical cognitive skill called executive function. In fact, good executive function is a better predictor of success in school than a child’s IQ.

Poor executive function is associated with high drop out rates, drug use and crime.

Tools ActivitiesFreeze DanceMemoryBuddy ReadingRecessGraphics PracticeElkonin Boxes I and IIVenger DrawingLearning ConferencesVenger Word Problems

Sample Schedule

Point of InterestResearchers argue that children’s reduced self-

regulation skills may be showing up in the numbers of kids diagnosed with Attention Deficit Hyperactivity Disorder!

Old –Fashioned Play Builds Serious Skills!!!

Evidence of effectivenessTools of the Mind has been the subject of

numerous research studies including ones funded by Early Reading First and the Institute of Education Services. In 2001, Tools was named an exemplary educational innovation by the International Bureau of Education, a UNESCO program.

Children in Tools were found to have higher rates of self-regulation in a National Institute for Early Education Research (NIEER) double randomized study of a control tools group and one ECE group without tools.

Critique:Aimed at Preschool and

Kindergarten childrenPossible to implement up to

grade 2No set and designed activities

to restore regulationCanadian Curriculum demands

hours of academic study of outcomes and teaching

Existing behaviours may hinder successful outcome

Costly program and time needed to be trained adequately

Critique of other theoristsSeganti would argue that Tools is “currently doing

things out of sequence by trying to let students know all their rights and encouraging self-expression and independent thought, and so on, before working to establish basic respect for others and the environment”(pg. 209)

Serganti would also argue that Tools would need a leverage tool for success to help control behaviour

Morrish would argue that teachers should use their authority to set limits and to “decide how you want students to behave” (pg. 89-90)

Support of other TheoriesGlasser’s choice theory suggests that “student

behaviour is determined by student choice, not teacher control

Fred Jones and his approach of “keeping students responsibly involved” teaches students to manage their behaviour responsibly

Paula Cook’s Approach to Neurological Based Behaviour is encompassed in the tools program by using sensory integration, environment, language, and attitude to help control and teach behaviour

Discussion:Is there any way to turn the process around againin the adolescent years? Is there a way throughimaginative play to restore in high school

studentswhat they may have lost out on in their earlychildhood years? (Whole group)

Using the information and theory of play, what kind of

activities could you plan for Middle years and

High school? Try to be creative!! (Small groups)

References Bodrova, E., & Leong, D. J. (2001). Tools of the Mind: a case study of

implementing the Vygotskian approach in American early childhood and primary classrooms (Innodata monographs 7). Geneva: International Bureau of Education. Retrieved from http://www.ibe.unesco.org.

Diamond, A., Barnett, S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318(30), 1387–88.

Charles, C.M Building Classroom Discipline 10th . Toronto, ON. Pearson, 2011

NIEERS (July 23, 2008) Growing and learning in preschool retrieved from: http://www.youtube.com/watch?v=or10f-YcM8Q on February 26, 2011.

Video of Tools of the Mind

Thank You!!