Schools in Need
Schools in Need
These
students Nobody needs to cry;
have no Nobody needs to be at risk!
computers;
they can’t These students need support!
watch this!
Promoting Maximum Cognitive Growth
Cultural Literacy
Zone of proximal
Development
The “eternal
child” Vygotsky
did seek.
transmitting
concepts
towards the I always
crucial tool of try to do
language. better.
This family
Cultural Literacy is cultivating
Ethics and
begins through the child’s family semantics—
cultural
literacy
These individuals
Cultural Literacy and students
interact to promote
through the global community global projects.
Inner Speech
Inner speech is not the
same as self-speech;
as I read to myself and
solve problems, I
engage in inner speech
and thought.
Once we have I am thinking
“internalized” this about words.
information, we will Now I have new
test ourselves. thoughts.
Internalization
(Santiago-Delefosse & Delefosse, 2002, p. 732)
The older
children who
already know
how to swim
are teaching the
younger
children to
swim.
Here is my chemistry
teacher. I hope to learn
chemistry very soon.
Self Speech
Babies engage in self speech or
egocentric dialogue that is not
When
yet distinguishable. They do not
someone tries
yet communicate through
to talk but is
developed language.
somehow too
immature to
communicate,
the individual
does engage in
self-speech.
At this time,
Vygotsky’s
“transitional
theory” is
evident.
Zone of proximal development
2. As an individual is engaging in
egocentric, indistinguishable dialogue,
illustrating immature consciousness
towards transition, that individual is
A. Zone of proximal development
engaging in:
1. B
2. F
3. D
4. C
5. A
6. E
Vygotsky did seek the
“Eternal Child”
Establishing Cultural Literacy
Egocentric language develops from a social base that
does not disappear. Assisting in the formation of
structured thought, it is transformed into internalized language,
becoming increasingly complex.
3
2
1 Internalized
Egocentric
Communicative or Private
Language
Language Language
(spoken
to oneself)
Primary form Intimate
Autonomous
of language, Dialect
Function, helping
Present throughout the child to think,
Life develop orientation Evolutionary
and awareness Product of
Considered Egocentric
Intellectual function; Language
to be social Structure, Transitional With
verbal and Form similar to Syntactic
non-verbal Internalized
function
Language
Ormrod,
Ormrod,J.J.E.,
E.,&&University
UniversityofofPhoenix
Phoenix(Ed.),
(Ed.), (2003).
(2003).Lifespan
Lifespan
development
development and learning; Human Learning (3rded.).
and learning; Human Learning (3rd ed.).
Boston:
Boston:Prentice-Hall,
Prentice-Hall,Pearson
PearsonCustom
CustomEducation
EducationPublishing.
Publishing.
Santiago-Delefosse,
Santiago-Delefosse,M.M.J.,
J.,&&Delefosse,
Delefosse,J.J.O.
O.(2002).
(2002).
Spielrein,
Spielrein, Piaget and Vygotsky: Three positionson
Piaget and Vygotsky: Three positions onchild
child
thought
thought and language. Theory & Psychology, 12, p.723-
and language. Theory & Psychology, 12, p. 723-
747.
747.Retrieved
RetrievedSeptember
September11,11,2007,
2007,from
from
http://www.tap.sagepub.com/cgi/content/abstract/12/6/723
http://www.tap.sagepub.com/cgi/content/abstract/12/6/723
Shotter,
Shotter,J.J.(2000).
(2000).Seeing
Seeinghistorically:
historically:Goethe
Goetheand
andVygotsky's
Vygotsky's
enabling Culture and Psychology, 6, p. 233-254. .
enabling theory-method. Culture and Psychology, 6, p.233-254
theory-method.
Retrieved
RetrievedSeptember
September11, 11,2007,
2007,from
from
http://cap.sagepub.com/cgi/content/abstract/6/2/233
http://cap.sagepub.com/cgi/content/abstract/6/2/233