Professional Documents
Culture Documents
Lev Vygotsky - Social Development Theory
Lev Vygotsky - Social Development Theory
Theory
Lev Vygotsky
Normally, when we think of an MKO we refer to an older adult, a teacher, or an expert. The traditional
MKO is an older person; however, MKOs could also refer to our friends, younger people and even electronic
devices like computers or cell phones. For instance, you learn how to skate because your daughter taught you
this skill.
Levels of Development
solving under adult guidance or in collaboration with more capable peers” (Vygotsky, 1978).
what I can’t do
what I can do
� Scaffolding
“WHAT CHILDREN CAN DO IN COOPERATION TODAY, HE CAN DO IT ALONE TOMORROW.”
• Vygotsky defined scaffolding instruction as the “role of teachers and others in supporting the learners
development and providing support structures to get to that next stage or level” (Raymond, 2000).
• Teachers provide scaffolds so that the learner can accomplish certain tasks they would otherwise not be
able to accomplish on their own (Bransford, Brown, & Cocking, 2000).
• The goal of the educator is for the student to become an independent learner and problem solver
(Hartman, 2002).
� Reciprocal Teaching
• Reciprocal Teaching is used to improve a students ability to learn from text through the practice of four
skills: summarizing, clarifying, questioning, and predicting.
summariz
ing
questioni
ng
� Biological & Cultural Development
•
Vygotsky (1978) states: “Every function in the child’s cultural development appears twice: first, on the
social level, and later on the individual level; first, between people and then inside the child. This applies
equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher
functions originate as actual relationships between individuals.”
• Simplified: community plays a central role in the process of “making meaning” (McLeod, 2007).
� Language
• Language plays a central role in mental development
• Language is the main means by which adults transmit information to children
• Language itself becomes a very powerful tool of intellectual adaptation
� How can we practically apply Vygotsky’s theories to our everyday classrooms?
• Physical Arrangement
in the Classroom
• Arrange student desks in clusters.
• Arrange other work spaces for peer instruction, collaboration, and small group instruction.
� Scaffolding Strategies
What
can you
change in
your to improve
classroom your students
social
development
skills and
move them to
a higher level
of learning?
REFERENCES
● Bransford, J., Brown, A., & Cocking, R. (2000). How People Learn: Brain, Mind, and Experience & School.
Washington, DC: National Academy Press.
● Hartman, H. (2002). Scaffolding & Cooperative Learning. Human Learning and Instruction (pp. 23-69).
New York: City College of City University of New York.
● McLeod, S. (2007). Simply Psychology; Retrieved February 28, 2012, from
http://www.simplepsychology.org/vygotsky.html
● Raymond, E. (2000). Cognitive Characteristics. Learners with Mild Disabilities (pp. 169-201). Needham
Heights, MA: Allyn & Bacon, A Pearson Education Company.
● Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press.