Social Constructivism
Social Constructivism
Meixun Zheng
Social constructivism focuses on the artifacts that are created through the social interactions of a group. It emphasized the profound influence of social contexts in the advances in the levels of knowing.
One key concept of Vygotskys social constructivism theory is that, knowledge construction is both a social and cognitive process. Knowledge and meanings are actively and collaboratively constructed in a social context mediated by frequent social discourse.
In a social constructivist learning environment, effective learning happens only through interactive processes of discussion, negotiation, and sharing.
Like Piaget, Vygotsky claimed that infants are born with the basic materials/abilities for intellectual development. Eventually, through interaction within the socio-cultural environment, these are developed into more sophisticated and effective mental processes/strategies which he refers to as Higher Mental Functions.
Much important learning by the child occurs through social interaction with a skilful tutor. The tutor may model behaviours and/or provide verbal instructions for the child. The child seeks to understand the actions or instructions provided by the tutor (often the parent or teacher) then internalises the information, using it to guide or regulate their own performance.
1: It is the main means by which adults transmit info to children. 2: Language itself becomes a very powerful tool of intellectual adaptation.
Processes that enable the transition from one stage to another (assimilation, accommodation, and equilibration)
Stages of Cognitive Development (sensorimotor, preoperational, concrete operational, formal operational)
When a child's existing schemas are capable of explaining what it can perceive around it, it is said to be in a state of equilibrium, i.e. a state of cognitive (i.e. mental) balance. Piaget emphasized the importance of schemas in cognitive development. A schema can be defined as a set of linked mental representations of the world, which we use both to understand and to respond to situations.
Assimilation using an existing schema to a new situation. Accommodation happens when the existing schema (knowledge) needs to be changed to take in new information. Equilibration the force which moves development along. An unpleasant state of disequilibrium happens when new information cannot be fitted into existing schemas (assimilation.) Equilibration is the force which drives the learning process as we do not like to be frustrated and will seek to restore balance by mastering the new challenge (accommodation).
Some concerns: It seems to me that Piagets cognitive development theory underestimates children's abilities to some extent. It also seems to overlook influence of cultural and social groups on childrens cognitive development and learning.
Differences Piaget's theory is most concerned with the mechanisms of intellectual development and the acquisition of knowledge. Vygotsky's main contribution was to our understanding of the way in which culture influences development, through language and the social and material structure of society.
To be continued.