Child and Adolescent Learners & Learning Principles (ProfEd-III)

MODULE 7
VGOTSKY’S SOCIO-CULTURAL THEORY INTRODUCTION
The key theme of Vygotsky's theory is that social interaction plays a very important role in
cognitive development. He believed that individual development could not be understood without
looking into the social and cultural context within which development happens. Scaffolding is
Vygotsky's term for the appropriate assistance given by the teacher to assist the learner accomplish a
task. Learn more about it as you do the activity. Read on!
When Vygotsky was a young boy he was educated under a teacher who used the Socratic
method. This method was a systematic question and answer approach that allowed Vygotsky to
examine current thinking and practice higher levels of understanding. This experience. together with
his interest in literature and his work as a teacher, led him to recognize social interaction and
language as two central factors in cognitive development. His theory became known as the
SocioCultural Theory of Development.

Piaget and Vygotsky

Piaget Vygotsky

 More individual in focus  More social in focus

 Believed that there are universal stages  Did not propose stages but emphasized
of cognitive development. on cultural factors in cognitive
development.

 Did not give much emphasis on language  Stressed the role of language in cognitive
development.

Social Interaction. Piaget's theory was more individual, while Vygotsky was more social. Piaget's
work on Piagetian's tasks focu heavily on how an individual's cognitive development became evident
through the individual's own processing of the tasks. Vygotsky, on the other hand gave more weight
on the social interactions that contribute to the cognitive development of individuals. For him, the
social environment or the community takes on a major role in one development.
Vygotsky emphasized that effective learning happens through participation in social activities, making
the social context of learning crucial. Parents, teachers and other adults in the learners' environment
all contribute to the process. They explain, model, assist, give directions and provide feedback to the
learner. Peers, on the other hand, cooperate and collaborate and enrich the learning experience.
Cultural factors. Vygotsky believed in the crucial role that culture played on the cognitive
development of children. Piaget believed that as the child develops and matures, he goes through
universal stages of cognitive development that allows him to move from simple explorations with
senses and muscles to complex reasoning. Vygotsky, on the other hand, looked into the wide range
of experiences that a culture would give to a child. For instance, one culture's view about education,
how children are trained early in life all can contribute to the cognitive development of the child.
Language. Language opens the door for learners to acquire knowledge that others already have.
Learners can use language to know and understand the world and solve problems. Language serves
a social function but it also has an important individual function. It helps the learner regulate and
reflect on his own thinking. Children talk to themselves. Observe preschoolers play and you may hear,
"Gagawin ko itong airplane (holding a rectangular block), tapos ito ang airport (holding two long
blocks)." For Vygotsky, this "talking-to-oneself" is an indication of the thinking that goes on the mind of
the child. This will eventually lead to private speech. Private speech is self-talk that guides the child's
thinking and action, Vygotsky believed in the essential role of activities in learning a form of Children

Notes compiled by: Marites L. Choycawen First

Semester_SY: 2023-2024
Child and Adolescent Learners & Learning Principles (ProfEd-III)

learn best through hands-on activities than when listening passively. Learning by doing is even made
more fruitful when children interact with knowledgeable adults and peers.
Zone of Proximal Development. When a child attempts to perform a skill alone,she may not be
immediately proficient at it. So, alone she may perform at a certain level of competency We refer to
this as the zone of actual development However, with the guidance of a More Knowledgeable Other
(MKO), competent adult or a more advanced peer, the child can perform at a higher level of
competency, The difference between what the child can accomplish alone and what she can
accomplish with the guidance of another is what Vygotsky referred to as zone of proximal
development. The zone represents a learning opportunity where a knowledgeable adult such as a
teacher or parent or a more advanced peer can assist the child's development.
The support or assistance that lets the child accomplish a task he cannot accomplish
independently is called scaffolding. Scaffolding is not about doing the task for the child while he
watches. It is not about doing shortcuts for the child. Unzipping the lunch bag. opening the food
container and putting straw in the child's tetra pack juice for him is not scaffolding. Scaffolding should
involve the judicious assistance given by the adult or peer so that the child can move from the zone of
actual to the zone of proximal development. When the adult unzips the zipper an inch or two, and then
holds the lunch bag still so that the child can continue to unzip the lunch bag is scaffolding. Loosening
the food container lid just a bit and letting the child open the lid himself is scaffolding. Leading the
straw to the hole and letting the child put the straw through the tetra pack hole is scaffolding.
The examples given above shows how a right amount of assistance can allow the child to accomplish the
task. The instructor should scaffold in such a way that the gap is bridged between the learner's current skill
levels and the desired skill level. As learners become more proficient able to complete tasks on their own that
they could not initially do without assistance, the guidance can be withdrawn. This is called scaffold and fade
away technique. Scaffolding, when done appropriately can make a lemur confident and eventually he can
accomplish the task without any need for assistance.

Notes compiled by: Marites L. Choycawen First

Semester_SY: 2023-2024
Child and Adolescent Learners & Learning Principles (ProfEd-III)

MODULE 8

Bronfenbenners Ecological Theory

THE BIOECOLOGICAL SYSTEMS
Bronfenbrenner's model also known as the Bioecological Systems theory presents child
development within the context of relationship systems that comprise the child's environment. It
describes multipart layers of environment that has an effect on the development of the child. Each
layer is further made up of different structures. The term bioecological" points out that a child's own
biological make-up impacts as a key factor in one's development.

BRONFENBRENNER'S BIOECOLOGICAL MODEL: STRUCTURE OF ENVIRONMENT

The microsystem. The microsystem is the layer nearest the child. It comprises structures which
the child directly interacts with. It includes structures such as one's family, school and neighborhood.
As such, the microsystem covers the most basic relationships and interactions that a child has in
his/her immediate environment. Does the child have strong and nurturing relationships with the
parents and family? Are his/her needs met? In this layer, relationship effects happens in two
directions - both away from the child and toward the child. This means that the child is affected by
people with whom he interacts, and in tum these people are also affected by the child.
Bronfenbrenner's theory look into the interaction of structures within a layer and interactions
of structures between layers At the microsystem level, the child is most affected by these bidirectional
influences. However, interactions at outer layers still influence the structures of the microsystem.
The mesosystem. This layer serves as the connection between the structures of the child's
microsystem. For example, the mesosystem will include the link or interaction between the parents
and teachers, or the parent and health services or the community and the church.
The exosystem. This layer refers to the bigger social system in which the child does not
function directly. This includes the city government, the workplace, and the mass media. The
structures in this layer may influence the child's development by somehow affecting some structure in
the child's microsystem. This includes the circumstances of the parents' work like the location,
schedules. We see a change in the children's routine when for example the mother works in a call
center. That was seen in that burger chain commercial where the mom and the children meet up at
the fast food for breakfast just before the children go to school and the mom going home from work in
a call center. The child may not interact directly with what is in the exosystem. but he is likely feel the
positive or negative impact this system creates as it interacts with the child's own system.
The macrosystem. This layer is found in the outermost part in the child's environment. The
macrosystem includes the cultural values, customs, and laws. The belief system contained in one's
macrosystem permeates all the interactions in the other layers and reaches the individual. For
example, in western countries like the US, most of the young people are expected to be more
independent by the time they end their teenage years, while in Asian countries like ours. Parents are
expected to support or at least want to support their children for a longer period of time. It is not
uncommon to see even married children still living with their parents. In China and also in other parts
of the world. sons are more valuable than daughters. This may pose challenges for girls as they are
growing up. Because of differences in beliefs and customs, children from different parts of the world
experience different child-rearing practices and therefore differences in development as well.
The chronosystem. The chronosystem covers the element of time as it relates to a child's
environments. This involves "patterns of stability and change" in the child's life. This involves whether
the child's day is characterized by an orderly predictable pattern or whether the child is subjected to
sudden changes in routine. We can also look into the pace of the child's everyday life. Is it a hurried or
Notes compiled by: Marites L. Choycawen First
Semester_SY: 2023-2024
Child and Adolescent Learners & Learning Principles (ProfEd-III)

relaxed pace? This system can affect or influence the child externally like the timing of other siblings
coming or the timing of parental separation or even death. Effect can also be internal, like in the bodily
changes that occur in the developing child, like the timing of menstrual onset for girls e children get
older, they may react differently to environmental changes The children may have also acquired the
ability to cope d decide to what extent they will allow changes around them affect them.
No longer Nature vs. Nurture, but Nurturing Nature!
The long debate may be coming to an end. For decades, if not for centuries, there was a long
drawn debate on which had more impact on child development, nature or nurture. Another way of
putting it is, is it heredity or environment that influences child development more. More and more
research now point out that both a child's biology and his environment play a role in the child's growth
and development. Development theories now stress on the role played by each and the extent to
which they interact in ongoing development.
The ecological systems theory focuses on the quality and context of the child's environment.
Bronfenbrenner pointed out that as a child develops, the interplay within the layers of environment
systems becomes more complex. This dynamic interaction of the systems happens meantime, while
the child's physical and cognitive structures also grow and mature. This bioecological theory helps us
determine how the different circumstances, conditions and relationships in the world affect the child as
he or she goes through the more or else predictable sequence of natural growth and development.

The Role of Schools and Teachers

Bronfenbrenner co-founded Head Start, the publicly-funded early childhood program in the US.
He concluded that “the instability and unpredictability of family life is the most destructive force to a
child’s development. Researches tell us that absence or lack of children's constant mutual interaction
with important adults has negative effects on their development. According to the bio ecological
theory, "if the relationships in the immediate microsystem break down, the child will not have the tools
to explore other parts of his environment. Children looking for the affirmations that should be present
in the child parent (or child/other important adult) relationship look for attention in inappropriate
places. These deficiencies show themselves especially in adolescence as anti-social behavior, lack of
self-discipline, and inability to provide self.”
Bronfenbrenner's theory reminds the school and the teachers of their very important role.If there is a
lack of support, care and affection from the home, if there is a serious breakdown of the basic relationships
in a child's life. what can the school, the teachers in particular do? This theory helps teachers look into
every child's environmental systems in order to understand more about the characteristics and needs of
each child, each learner. The schools and the teachers can contribute stability and long-term relationships,
but only to support and not replace the relationships in the home. Bronfenbrenner believes that, "he primary
relationship needs to be with someone who can provide a sense of caring that is meant to last a lifetime.
This relationship must be fostered by a person or people within the immediate sphere of the child's
influence." Schools and teachers crucial role is not to replace the lack in the home if such exists, but to
work so that the school becomes an environment that welcomes and nurtures families. Bronfenbrenner
also stressed that society should value work done on behalf of children at all levels, and consequently
value parents, teachers, extended family, mentors, work supervisors, legislators.

Notes compiled by: Marites L. Choycawen First

Semester_SY: 2023-2024