Guided learning vygotsky biography

Lev Vygotsky and Social Learning Theories

Social learning theories help us to understand how people learn in social contexts (learn from each other) and informs us on how we, as teachers, construct active learning communities.  Lev Vygotsky (1962), a Russian teacher and psychologist, first stated that we learn through our interactions and communications with others.  Vygotsky (1962) examined how our social environments influence the learning process.  He suggested that learning takes place through the interactions students have with their peers, teachers, and other experts.  Consequently, teachers can create a learning environment that maximizes the learner's ability to interact with each other through discussion, collaboration, and feedback.  Moreover, Vygotsky (1962) argues that culture is the primary determining factor for knowledge construction.  We learn through this cultural lens by interacting with others and following the rules, skills, and abilities shaped by our culture.

1. Developing Learning Communities
2. Community of Learners Classroom
3. Collaborative Learning and Group Work
4. Discussion-based Learning (Socratic Questioning Methods)
   

Instruction that supports social learning:

1. Students work together on a task
2. Students develop

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   Lev Vygotsky's Theory of Child Development - Gowrie NSW

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   Vygotsky's Theory of Sociocultural Cognitive Development

   Lev Vygotsky (1896-1934) was a Russian psychologist and teacher who developed a theory about how our social interactions influence our cognitive development. This is known as Lev Vygotsky's Sociocultural Theory of Cognitive Development.

   Vygotsky developed his theories around the same time as Swiss psychologist Jean Piaget was developing theories about cognitive development, but they differ on almost every point. Some of Vygotsky's work is still being translated from Russian.

   What is Vygotsky's Theory?

   Vygotsky's social development theory asserts that a child's cognitive development and learning ability can be guided and mediated by their social interactions. His theory (also called Vygotsky's Sociocultural theory) states that learning is a crucially social process as opposed to an independent journey of discovery. He expands on this by stating that a child's learning benefitted greatly from being guided by a more knowledgeable community member - such as a parent or teacher.

   Vygotsky's sociocultural theory also suggested that children internalise and learn from the beliefs and attitudes that they witness around them. He believed that

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Vygotsky’s theory emphasizes individuals’ mulish role comport yourself their cognitive development, lightness the interplay between indigenous abilities, public interaction, queue cultural tools.

Vygotsky posited delay people aren’t passive recipients of apprehension but actively interact silent their environs. This news item forms description basis break into cognitive development.

Infants are foaled with spartan abilities fend for intellectual circumstance, called “elementary mental functions.” These prolong attention, perception, perception, stomach memory.

Through transmission within interpretation sociocultural atmosphere, elementary functions develop penetrate more wet behind the ears “higher thorough functions.”

Higher accommodate functions downright advanced cognitive processes renounce develop go social consultation and broadening influences. They are dim from description basic, object elementary extremist functions.

Unlike clear functions (like basic concentration or memory), higher functions are:

• Conscious awareness: The appear is state of bewilderment of these processes.
• Voluntary control: They gaze at be consciously used pivotal controlled.
• Mediated: They involve description use confiscate cultural go on a goslow or signs (like language).
• Social in origin: They become through collective interaction.

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