FOUNDATION OF EDUCATION

Sociocultural Theory by Lev Vygotsky (1896 - 1934)

Prepared by: Tuti Hastuti 2003512151 Lecturer: Abdurrahman Faridi

BIOGRAPHY
Vygotsky was called "The Mozart of Psychology. He was born in 1896 - same year as Piaget - in the small Russian town of Orsha. His work in the last 10 years of his life has become the foundation of much research and theory in cognitive development.

Central Tenets of Theory

Vygotsky awakes our eyes to the powerful role of culture and community in learning. His theory presents the radical idea that our very thought and intelligence is really not our own. Its the product of history and culture. Vygotsky believed most of a childs cognitive skills evolve from social interactions with parents, teachers, and other more competent associates. Since much of what children learn is through interaction Vygotsky believed isolation was inappropriate, guidance by another is usually most beneficial.

The Sociocultural Theory:

Did NOT focus on the individual child but on the child as a product of social interaction, especially with adults (parents, teachers). Focus on INTERACTIONS (e.g., child being taught by a parent how to perform some culturally specific action), rather than child by himself. Social world mediates children's cognitive development. Cognitive development occurs as child's thinking is molded by society in the form of parents, teachers, and peers. This leads to peer tutoring as a strategy in classrooms. People's thinking differs dramatically between cultures because different cultures stress different things.

Principles and Key Concepts

Children construct their knowledge.
Knowledge is not transferred passively, but is personally constructed.

The learning is mediated.

Cognitive development is not a direct result of activity, but it is indirect; other people must interact with the learner, use mediatory tools to facilitate the learning process, and then cognitive development may occur.

Language plays a central role in mental development.

The most significant sociocultural tool is language, as it is used to teach tool use and is vital in the process of developing higher psychological functions. Language is the main means by which adults transmit information to children. Language itself becomes a very powerful tool of intellectual adaptation.

Principles and Key Concepts

Learning appears twice.
First on the social level, and later, on the individual level; first between people (interpsychology), and then inside the child (intrapsychology). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals.

Development cannot be separated from its social context.

The context needed for learning is that where the learners can interact with each other and use the new tools. This means that the learning environment must be authentic, that is, it must contain the type of people who would use these types of tools such as concepts, language, symbols in a natural way.

What is the Zone of Proximal Development?

Levels of Development
what I cant do

Zone of Proximal Development (ZPD).

Vygotsky describes it as the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers (Vygotsky, 1978). or
The difference between what a child can do independently and what the child needs help from a more knowledgeable person to do

what I can do with help

what I can do

This is an example of how ZPD can work in the life of a child

Like all children, Momen is constantly learning and exploring the world around him.

This is an example of how ZPD can work in the life of a child

For our example, we will look at Momens love of games. Over the years, Momen has developed skills and knowledge that enable him to play a variety of games. For each game, he is able to successfully strategize and solve problems independently.

This is an example of how ZPD can work in the life of a child

There is one game, however, that Momen has never learned. Its the card game Yu-Gi-Oh. Momen knows his brother plays it very well.
Momen would like to learn, but is unsure where to start.

This is an example of how ZPD can work in the life of a child

Momen finally asks his brother Ali for help. Ali agrees, and begins working with Momen in learning the game of Yu-GiOh.
Momen is learning in the region Vygotsky would call ZPD.

This is an example of how ZPD can work in the life of a child

In ZPD, Momen is doing something requiring the help of someone more capable. Without Alis help, Momen would be unable to play the game. Eventually, Momen will learn the game well enough to play the game by himself.

This is an example of how ZPD can work in the life of a child

Once Momen learns Yu-Gi-Oh, the skill moves out of the ZPD region and is added to all the other games Momen plays independently. In time, Momen becomes the more capable player, and begins to teach his sister .

Zone of Proximal Development Stages

Stage 1: Assistance from more knowledgeable other (capable peer or adult) Stage 2: Assistance from self (prior knowledge and research) Stage 3: Automatization (practice, trial-and-error) Stage 4: De-automatization (provide explanation to others)

Scaffolding
A more knowledgeable other helping a learner to scaffold their learning. Scaffolding occurs through the process of internalization, mediated by language. Vygotsky defined scaffolding instruction as the role of teachers and others in supporting the learners development and providing support structures to get to that next stage or level. In an educational context, however, scaffolding is an instructional structure whereby the teacher models the desired learning strategy or task then gradually shifts responsibility to the students. The goal of the educator is for the student to become an independent learner and problem solver (Hartman, 2002).

 Scaffolding: Provides support Extends the range of what a learner can do. Allows the learner to accomplish tasks otherwise impossible Used only when needed Example : An example of scaffolding in the classroom setting could include a teacher first instructing her children on how to write a sentence using commas and conjunctions. As the week goes on, she has her students practice writing these sentences with peers, gives students feedback and eventually has the kids to complete this skill without her guidance.

Implications for Education:

Children are seen as active participants in their education. Teachers in Vygotskys classroom would favor guided participation in which they:
structure the learning activity provide helpful hints or instructions that are carefully tailored to the childs current abilities monitor the learners progress gradually turning over more of the mental activity to their pupils Promote cooperative learning exercises

Vygotsky and Piaget

Piaget Vygotsky

Both agree children are active learners who actively construct knowledge
Thinking develops in recognisable stages which depend on natural maturation Role of teacher important but use of more-expert other not central Development of thinking is dependent upon language and culture

Use of more-expert other seen as fundamental part of cognitive development

Readiness is a central concept in education children need to be ready to progress in their learning

Children should be actively encouraged to move through ZPD do not need to be ready but should be given opportunity to engage in problems which are beyond current level of ability but within ZPD

Vygotsky and Piaget

Piaget Vygotsky

Scaffolding not a key concept

Scaffolding is a central concept

Language reflects level of cognitive development

Language helps to develop cognitive abilities.

This theory was very influential This theory is still very influential in education but has need in education revising and underestimation of childrens abilities still a problem

Conclusion
Sociocultural theory considers learning as a semiotic process where participation in socially-mediated activities is essential. The theory regards instruction as crucial to cognitive development in the classroom. Instruction should be geared to the ZPD that is beyond the learners actual development level.
A clear application of sociocultural theory principles in second language classroom is obvious in the task-based approach. This approach emphasises the importance of social and collaborative aspects of learning. sociocultural theory focuses on how the learner accomplishes a task and how the interaction between learners can scaffold and assist in the second language acquisition process (Turuk, 2008).