Produce_a_Factsheet_to_Explain_the_Main_Theories_of_Your_Chosen_Theorist.

Iev Vygotski (1896-1934) Cognitive Development Theory Iev Vygotski’s Background • He was a Russian Soviet psychologist, and the founder of cultural-historical psychology and the leader of the Vygotski circle. • His theory was cognitive constructivism. • Vygotski investigated child development and how it was guided by the role of culture and interpersonal communication.(Thinking and speech). • The key to Vygotskian psychology is often referred to as ‘cultural mediation’ and the ‘notion of internalization of knowledge. • Vygotski saw children as “apprentices” learning and gaining understanding through being with others. Guided participation. Iev Vygotski’s Theory • ‘Constructivism — particularly in its "social" forms — suggests that the learner is much more actively involved in a joint enterprise with the teacher of creating ("constructing") new meanings.’ Constructivism in learning http://www.learningandteaching.info/learning/constructivism.htm#ixzz1ZwseLmH7 • His theory is that through cultural groups and through social interactions with certain people in a child’s like especially a parents interaction, a child learnt habits of mentality and of culture eg speech patterns and written language. • Vygotski’s framework provides interpretations about the cognitive role of tools of mediation with social learning and the notion of internalization of knowledge. • Internalization – meaning “knowing how” e.g. mastering riding a bike or pouring out of a jug occurs through the activity of the child through society and others. Also internalization where a child takes a tool and uses it uniquely e.g. a pencil he will use it to create what he wants. • In his theory of the “zone of Proximal development” he saw that when children were tested by themselves they rarely did as well as when they were working with an adult because their way of thinking enabled the child to refine their thinking on a task or test to make it more effective. • The development of language and expression of ideas through speech was the key to learning and development. Aspects of Cognitive Development Theory • Cognitive constructivism – how the individual learner understands things. • Social constructivism – how meanings and understandings grow out of social encounters. • Social dialogue¬ – Between adult and child they engage in joint activities • Children are ‘sponges’ they soak up everything. • That children do not operate in isolation but make knowledge their own in a community of other who share a common culture. • child developed as a thinker and learner and that language is the main source of cognitive development. Stages of Constructivist/Cognitive Development • Monologues or inner speech these are internalized to regulate a child’s activity and come from social dialogues. • Inner speech guides their behaviour and it is internalized by the end of the pre-school period. • Learns through interaction with parents and teacher. • By the age of 7 child’s speech becomes more socialized. • Stages of cannot yet do, can do with help and can do alone checklists. How theory links to practice • Younger and older are to work together to guide and develop each others potential. • Active learning and stretching the learner • Having skills checklists which include cannot yet do, can do with help and can do alone. These stages are gearing the child up to doing something by themselves. Evaluation of Vygotski’s Theory Strengths • His ideas and theories have been adopted in EYFS frameworks of England and Scotland. • His ideas have been in practical use and implemented to develop a child’s knowledge through interactive play. Evaluation of Vygotski’s Theory • It differs from Piagets theory of the child centred model of education (Understanding children’s development,Peter k Smith, Helen Caise and Mark Blades 1988, P434, Blackwell publisher) • Piaget found children regularly talk to themselves and rarely take notice if they are fully comprehended by others. • Piaget translated behaviour as a sign of them not being able to understand the others viewpoint and that with maturity a child becomes more logical. • He believed monologues have no part in cognitive development. References • www.learningandteaching.info/learning /constructivism.htm. • http://en.wikipedia.org/wiki/Lev-Vygotsky. • Rice,D,2002, Psychology In Focus AS Level, Causeway Press