Transcript Oklahoma State University EPSY 5213

Oklahoma State University EPSY 5213
Nicolette Edenburn
Project for Week 7 Chapter 15, Week 12 Chapter 25, & Week
14 Chapter 34
 1896-1934,
died at 37
 Born in Western Russia
 1917: Graduated with a law degree from Moscow State
 1924: Attended Institute of Psychology in Moscow
 Married and had two children
 Published
6 books in 10 years
 Studied all areas of psychology
 Stalin banned his works in favor of Piaget’s
 Vygotsky’s works are still being translated from Russian
 Vygotsky became renowned posthumously
 This
theory developed from Vygotsky
 An individual’s development is greatly impacted by the
society they live in
 Who influences a child?
 Parents
 Caregivers
 Teachers
 Peers
 Culture
of country, city, media, etc.
 Cultural beliefs
 Two
Levels of intertwined
individual development:
 Interpsychological
Social development
 What is learned from
surrounding people in child’s
life
 Higher level functions
develop from here

 Intrapsychological
Development from self
 Attention, forming ideas,
memory

 According
to Alexander and Winne (2006), “[a]lthough
the social environment provides models of performance
and skill, the child must still internalize these skills and
master them for himself.” (p. 786)
 Self-Expression
 Helps
with social
development
 Involves language and
actions
 Have gained enough
language and cultural tools
to express themselves
 Self-Reference
 Occurs
when children pick
up on language nuances,
like parts of speech
 Also culture-based, when
the child must understand
where they fit in reference
to the world and culture
around them, which
influences self-expression
•Large
emphasis on
competing with other
countries in education
•However, sociocultural
theory would imply
changes in results due to
different culture
•Also implies that
development is largely
responsible to home
interactions, which
would impact higher
level functions
 Student
such as:
sociocultural differences can impact testing,
 Access
to technology
 Social status
 Curiosity
 Work ethic
 Motivation
 Should
teachers be held so accountable for high-stakes
tests when many factors lie within the culture as a
whole?
 Commonly
called ZPD
 Concept created by
Vygotsky
 Useful in education
 Also referred to as
scaffolding in education,
though Vygotsky never
used this term
 ZPD
is a moving target
 Refers to the area where
learning is most optimal
 ZPD is the range where
learning can be done
with assistance
 Learning is neither too
easy or too difficult, but
learning takes place
when peers or teachers
assist
 Vygotsky
encouraged peer tutoring—those who know
the material assist those who do not
 MKO—More Knowledgeable Other—Who student is
paired with (teacher or student, most likely teacher) to
help them learn the material
 ZPD adjusts (goes higher) when a concept is learned
 According
to Alexander and Winne (2006), “[c]ognitive
development occurs as the child internalizes the skills
modeled or jointly constructed in interaction with a
more competent other. The child’s cogntive structures
are reorganized, and in subsequent interactions, the
child may externalize these reorganized cognitive
structures by explaining her thinking or actions.” (p. 786)
 The
Zone of Proximal Development is used in many
education practices:
 Differentiated
Instruction
 Scaffolding
 Apprenticeship
 Reciprocal
Teaching
 Peer Tutoring
 Collaborative Learning
Teachers
 Teachers
may not realize
exactly what level the student
is at, so they may scaffold
incorrectly
 They may not adjust the lesson
in a way that puts learning in
the ZPD
Peers
 Teachers may not instruct
students how to properly peer
tutor
 The peers may not understand
what level the person their
tutoring is at, so they might not
tutor effectively
 If implemented poorly, tutors
and tutees may feel
embarrassed if they realize
they are more or less intelligent
on the topic than their peers
 Vygotsky
realized that some students face issues that
would require remediation.
 These issues include:
 Low
mental capacities
 Poor health
 Low motor skills
 Behavior problems and social interaction issues
 Physical impairments that impact speech and hearing
 Students
need support in and out of school to help
them despite the factors listed on the previous slide.
 MKOs can be used to do the following:
 Develop
communication skills
 Provide help to the parents on how to understand
psychological issues
 Work on development at the level they’re at
 Assist in combating the negative emotional and behavioral
traits
 Give skills to improve behavior
 Vygotsky
was a supporter
of special education
 Students need help where
they are at
 Vygotsky fought for
change in education,
especially those with
physical impairments
 Vygotsky’s
passion for
special education was
with impairments that
impacted social
development, i.e.
impaired speech
 Vygotsky advocated for
Russian sign language in
schools for the hearing
impaired, so their
development would not
lag
 Vygotsky
and Piaget both tried to explain patterns in
cognition with children
 Piaget was more widely accepted during his lifetime
 Both believe that infants have built-in tools that can be
used for learning
 Both also believe that children take part in their learning
and have it in their nature to be curious
Vygotsky
 Students
learn based on their
culture, and then they
develop
 Development varies by social
context
 Emphasis placed on language
development
 Focused on learning from
others—Zone of Proximal Dev.,
MKO
Piaget
 Students
develop in stages,
and then they learn
 Universal development
 Language development not
really addressed
 Focused on learning alone—
discovery learning
“Pedagogy must be oriented not to the yesterday, but to
the tomorrow of the child’s development. Only then can
it call to life in the process of education those processes
of development which now lie in the zone of proximal
development.”
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Alexander, P.A., & Winne, P.H. (2006). Handbook of educational psychology. Mahwah,
NJ: Lawrence Erlbaum Associates.
Cherry, K. (2013). What is sociocultural theory? About.com: Education: Psychology.
Retrieved from http://psychology.about.com/od/developmentecourse/f/socioculturaltheory.htm
Cherry, K. (2013). What is the zone of proximal development? About.com: Education:
Psychology. Retrieved from http://psychology.about.com/od/zindex/g/zoneproximal.htm
Glozman, J.M. (2011). Remediation of learning disabled children following L.S.
Vygotsky’s approach. Psychology in Russia: State of the Art. Retrieved from http://xn-n1abc.xn--p1ai/periodicals/pdf/pinr/2011/16_2011_glozman.pdf
Google. (2013). Images. Retrieved from www.images.google.com
Haines, R. (2009). Vygotsky, Lee Semenovich 1896-1934. Education.com. Retrieved from
http://www.education.com/reference/article/vygotsky-lev-semenovich-1896-1934/
McLeod, S. (2007). Lev Vygotsky. Simply Psychology. Retrieved from
http://www.simplypsychology.org/vygotsky.html
McLeod, S. (2012). Zone of proximal development. Simply Psychology. Retrieved from
http://www.simplypsychology.org/Zone-of-Proximal-Development.html