Vygotsky Theory

1. 1. By: Courtney Noble, Josh Kravit, and Lawrence Braswell

2. 2. About the TheoryVygotsky placed more emphasis on social
contributions tothe process of developmentHe focused on the connections
between people and thesociocultural context in which they act and
interact insharedexperiences.According to Vygotsky, humans use tools
that developfrom a culture, such as speech and writing, to mediatetheir
social environments. Initially children develop thesetools to serve solely
as social functions, ways tocommunicate needs.
3. 3. Discovered By:LevVygotsky was born November 17, 1896 in Orsha, a
cityin the western region of the Russian Empire. HeattendedMoscow State
University, where he graduated with adegree in law in 1917. His formal
work in psychology did notbegin until 1924 when he attended the Institute
ofPsychology in Moscow and began collaborating withAlexeiLeontiev and
Alexander Luria. His interestsinPsychology were quite diverse, but often
centered ontopics of child development and education. He alsoexplored
such topics as the psychology of art and languagedevelopment.
4. 4. 3 Major Themes Social InteractionThe More Knowledgeable Other
(MKO) Zone of Proximal Development
5. 5. Social InteractionVygotsky felt social learning anticipates
development.He states: “Every function in the child’s culturaldevelopment
appears twice: first, on the social level,and later, on the individual level;
first, betweenpeople (interpsychological) and then inside the
child(intrapsychological).”He believes that young children are curious
andactively involved in their own learning and thediscovery and
development of new understandings.
6. 6. The More Knowledgeable Other (MKO)MKO refers to someone who has
a better understandingor a higher ability level than the learner, with
respect to aparticular task, process, or concept.For example: Teachers,
Other adults, Advancedstudents, sometimes even computers.Many times,
a childs peers or an adults children may bethe individuals with more
knowledge or experience.For example: Who would know more about the
latest teenmusic group, how to be the newest black ops game, orwhat is
the latest dance moves, a child or their parent?
7. 7. Zone of Proximal Development (ZPD)This is an important concept that
relates to thedifference between what a child can achieveindependently
and what a child can achieve withguidance and encouragement from a
skilled partner.According to Vygotsky learning occurs here.Vygotsky sees
the ZPD as the area where the mostsensitive instruction or guidance
should begiven, allowing the child to develop skills they willthen use on
their own, developing higher mentalfunctions.
8. 8. Zone of Proximal Development (ZPD) Cont’dAn example would be
reading a book with a child. They are reading the words of the book out
loud to you as you follow along. They come across a word that in
unfamiliar to them and ask for help. Instead of directly telling them the
 word, show them pictures of ask them questions about what they just
read. They will figure the word out on their own and come to understand
what the word means on their own. They will later learn to do it
themselves first before asking for help.
9. 9. Vygotskys theory differs from that of Piaget in a number of important
ways: 1: Vygotsky places more emphasis on culture affecting/shaping
cognitive development - this contradicts Piagets view of universal stages
and content of development. (Vygotsky does not refer to stages in the way
that Piaget does). 2: Vygotsky places considerably more emphasis on
social factors contributing to cognitive development (Piaget is criticized
for underestimating this). 3: Vygotsky places more emphasis on the role of
language in cognitive development (again Piaget is criticized for lack of
emphasis on this).http://www.simplypsychology.org/vygotsky.html
10. 10. Teachers and Social Development Theory with Technology
Technology can be used to facilitate learning within the ZPD. Online
activities and projects can encourage the co- operation of students even
when not in the classroom. Teachers can use videos and interactive
worksheets to engage their students and assist them through scaffolding.
11. 11. Teachers and Social Development Theory without Technology Even
without technology, the basic ideas are the same. Students work better in
groups according to Vygotsky, so group projects from art all the way to
presentations on the latest math systems learned are a great way to get
kids learning. Scaffolding can be done with real world objects and
interactions, not just technological ones.
12. 12. Students and Social Development Theory with Technology Technology
provides internet, library databases, and chat rooms, technology
resources students will be able to use an endless amount of resources.
Being able to share information provides classroom opinions. The
classroom, based on Vygotsky provides groups for peer instruction,
collaboration, and small group instruction. The environment of the
classroom, the design of material to be learn would promote and
encourage student interaction and collaboration. Leading into a classroom
community.
13. 13. Students and Social Development Theory without Technology No
Technology classes Less opportunity for educational search engines
Classroom community is only able to excel with “in- class” searches such
as books, fellow peers, and classroom curriculum. Still possible for a
classroom community Unable to provide the class needs for certain topics.
14. 14. Practical ApplicationA group project on the major themes in Dracula
inwhich students would work in teams exploring one ofa list of possible
themes.Each group would be required to use the teacher andtrusted
websites for expert supportThe teacher would be hands on, helping
students tograsp the concept of themes woven throughout anarrative,
utilizing examples, handouts, and practiceexamples.