COGNITIVE DEVELOPMENT

(VYGOTSKY’S THEORIES)

Language is the most

important symbol
system in supporting
Social and cultural
the cognitive
development of influence in
children developing
Children’s thinking children’s mind
develop from social
interactions

Children learn by
socializing and doing and becoming
interaction occurs evolved in meaningful
between a child with a activities with a more
more knowledgable knowledgeable person
person

Such ideas are emulated

Children cannot build through social interactions
knowledge of a culture with individuals around them
on their own (parents, teachers, siblings,
peers)

Children will use the

These individual wills
information during give them direction,
interactions in the play provide feedback and
guide the children’s
or in the classroom
communication
 Zone of proximal development Scaffolding

 When children are able to benefit  Defined as the changing of the level
from the experience of interacting of support
with a more knowledgeable person
 During the teaching session, a more
 Consists of a range of tasks that an skilled person (a teacher or an
individual cannot do alone but can advanced peer) adjusts the amount
accomplish when assisted by a of guidance to fit the child’s current
more skilled partner performance

 Knowledgable partners, working  When pupil learns a new task or a

with children (learners) to promote difficult skill, the skilled person may
learning and development use direct instruction. When they
begin to understand, less guidance
is given.

 Dialogue an interaction are

important tools

 A dialogue will help the pupil to

arrange new concepts
systematically and meaningfully with
the help of an experienced or skilled
person.

 Children use speech not only for

social communication, but also help
them more complex skills

 Children use language to plan, guide

and monitor their behaviour
 upper limit  Private speech

Skills that can be achieved with the - 3-7 y/o

help of more skilled individuals
- Involves talking to

Themselves
 lower limit
- They act without verbalizing
Skills that have been achieved by the
children themselves
 It will change to inner speech

- which becomes their thoughts in

later stage

 Children who use a lot of private

speech will have more social skills
than children who do not

 When children do self-talking

- they use language to control their

behaviour & guide their thinking

- this will positively influence their

behaviour ( more attentive & try to
improve their performance )
 IMPLICATIONS IN T&L

Directed guidance  At the beginning of learning a concept or topic,

give direction to pupils in ways such as starting a
sentence, giving tips, demonstrating how and
step-by-step feedback.

 When they become more confident, reduce their

support or help and increase their chances of
self-learning

Cooperative pursuit  Try small groups of various abilities

strategy
 Students have the opportunity to interact,
communicate and collaborate to build knowledge

 The more capable teachers or peers are by their

side to support learning as needed

Exploring and questioning  Establish learning situations that require

students to succeed

 Give them time to explore and think of ways to

solve a problem

Encourage discussion  Encourage students to use language to talk

about their thinking process

 Teachers can talk, dialogue and answer with

them so that ideas in mind can be arranged and
explained
teachers should play a role  The teacher's responsibility or task is
as facilitators or mentors
- to organize the information to be taught

-to facilitate students to associate new

concepts with the concepts they have learned
before.

 Some examples of teaching resources include

pictures, story titles, short video segments and
more.

teachers should be aware  To meet the needs of different groups of

that some students may be in students,
different learning modes,
teachers can hold a discussion (symbolic mod)
whether enactive, iconic or
based on what they learned from experiments or
symbolic.
studies (iconic modes).
pupils should be provided  For example, let's say teachers want to teach
with appropriate learning about planets in the universe.
materials, activities and tools
 Pupils can be asked to build a model of the
as well as in line with their
planets (enactive);
cognitive abilities.
 watching movies or videos about planets in
the universe (iconic);

 or asked to make a reference at the source

center of the planets.

 Then talk about their findings.