VYGOTSKY’S THEORY

The Cultural Approach to Cognition

COGNITION AND CULTURE

Culture provides the tools which would shape how children think and what they think about.

The socio-cultural theories of cognitive development.

LEV VYGOTSKY (1896-1934)

(1) A Russian psychologist.

(2) Studied the cultural factors that differ among children.

VYGOTSKY’S SOCIOCULTURAL PERSPECTIVE

THE SOCIAL SOURCE OF INDIVIDUAL’S THINKING :

(1) DEVELOPMENT OCCURS IN SOCIAL INTERACTIONS

(2) COGNITIVE FUNCTIONING IS MEDIATED BY CULTURAL TOOLS

(1) DEVELOPMENT OCCURS IN SOCIAL INTERACTIONS

Socially shared activities.

Example: pointing

Two Levels of Knowledge

DEVELOPMENT IS THE TRANSFORMATIONS OF SOCIALLY SHARED ACTIVITIES INTO INTERNALIZED PROCESSES

INTERMENTAL LEVEL INTRAMENTAL LEVEL

IMPORTANT POINTS

(2) COGNITIVE FUNCTIONING IS MEDIATED BY CULTURAL TOOLS.

Technical Tools Examples: (1) the invention of paper and

memory, (2) computers and word processing. Psychological Tools (the tools of thinking) 1. Conceptualization systems (calendars,

clocks, maps, etc.) 2. Language

PIAGET AND VYGOSKY COMPARED

PIAGET STUDIED

UNIVERSAL PATTERNS OF COGNITIVE DEVELOPMENT

THE CHILD AS THE CONSTRUCTOR OF KNOWLEDGE

VYGOTSKY STUDIED CULTURAL

PATTERNS OF COGNITIVE DEVELOPMENT

THE CHILD AS THE CO-CONSTRUCTOR OF KNOWEDGE

THE ZONE OF PROXIMAL DEVELOPMENT

THE DISTANCE BETWEEN THE ACTUAL DEVELOPMENAL LEVEL AS DETERMINED BY INDEPENDENT PROBLEM SOLVING AND THE LEVEL OF POTENTIAL DEVELOPMENT AS DETERMINED THROUGH PROBLEM SOLVING UNDER ADULT GUIDDANCE OR IN COLLABORATION WITH MORE CAPABLE PEERS.

Assisted and Non-Assisted Learning

LEARNING AND DEVELOPMENT

PIAGET Learning is

subordinate to development.

The concept of readiness

VYGOTSKY Learning proceeds

development.

The concept of guided participation and scaffolding

How Do You Scaffold?

Model performance.

Pair advanced learners with developing ones.

Provide prompts, links, suggestions, guides.

Cognitive and Social Constructivism See Chapter 9, p. 310

Cognitive Constructivism

Piaget’s Theory:(1) LEARNERS ARE

ACTIVE IN CONSTRUCTING THEIR OWN KNOWLEDGE

(2) SOCIAL INTERACTIONS ARE IMPORTANT TO KNOWLEDGE CONSTRUCTIONS

Social Constructivism

Vygotsky’s Theory: (1) THE SOCIAL

SOURCE OF INDIVIDUAL’S THINKING

(2) DEVELOPMENT IS THE TRANSFORMATIONS OF SOCIALLY SHARED ACTIVITIES INTO INTERNALIZED PROCESSES

PIAGET /VYGOTSKY

CHILD IS ACTIVE AND CONSTRUCTS KNOWLEDGE

FIRST WAVE CONSTRUCTIVISM

THE FOCUS IS ON INDIVIDUAL LEARNING AND THE PSYCHOLOGICAL SOURCES OF KNOWING

CHILD IS ACTIVE AND CO-CONSTRUCTS KNOWLEDGE

SECOND WAVE CONSTRUCTIVISM

THE FOCUS IS ON GROUP LEARNING AND ON THE SOCIAL AND CULTURAL SOURCES OF KNOWING

See Table 9.2, p. 313

HOW IS KNOLWEDGE CONSTRUCTED?

PIAGET - INTERNAL DIRECTION

Knowledge is constructed by transforming, organizing, reorganizing existing mental structures.

• PERSONAL EXPLORATION

Internal – Knowledge is not a “mirror”

of reality

• SELF DISCOVERY • VS • DIRECT TEACHING

Experience-organization-

structural transformation

s

• Personal exploration embedded in social encounters

Knowledge is constructed based

on social interpretations and

experience. It is filtered by cultural beliefs, language,

etc.

• Guided discovery, Problem based learning and collaboration affect learning

Knowledge grows through the

interactions of internal (cognitive)

and external (cultural/social)

factors

VYGOSKY-EXTERNAL AND INTERNAL DIRECTION

Knowledge is constructed based on social interactions and experience.