Another Constructivist who made a great contribution to the understanding and implementation of a changed advocacy for the role of the teacher was Vygotsky.
His crucial insight was to recognize that education should not be seen as “a superstructure built on the foundations of psychological functions, [rather] educational activity is seen as a process radically changing these very foundations”(Kozulin, 1998, p.16)(Egan & Gajdamaschko, Egan & Natalia)
Vygotsky’s main concern is that social interaction and social context, a world full of people, who interact with the child from birth onwards, are essential to cognitive development. He points out that the potential for cognitive development is limited to a certain time span, which he names as the “zone of proximal development” (ZPD) depends upon full social interaction. The range of skill that can be developed with adult guidance and peer collaboration exceeds what can be attained alone. (Can, Tunker BLOG 2006)
Vygotsky sheds light on consciousness which grows as a result of how individual development takes place in and is shaped by: social institutions, culture and history. Part of teaching skill is to identify the particular opportunities of task or activity, and then develop them into a learning experience for children (Cameron, 2002:5-20) The Social Development Theory of Vygotsky has many implications in many theories like Social Cognitive Theory, Situated Learning Theory and Constructivism. The guidance of the child from what is presently known to what is to be known is an important element to Constructivist education and Vygotsky’s view that student’s problem solving skills fall into three categories supports this process:
1. Skills which the student can perform
2. Skills which the student may be able to perform
3. Skill the student can perform with help
One of the aims of the Constructivist learning environment is to encourage the child to reach beyond their capacity with confidence and thus perform new skills with support. One of the means that Constructivism employs to advance the learner is scaffolding – tasks and questions in relation to the subject that will encourage higher order thinking and discovery.
His crucial insight was to recognize that education should not be seen as “a superstructure built on the foundations of psychological functions, [rather] educational activity is seen as a process radically changing these very foundations”(Kozulin, 1998, p.16)(Egan & Gajdamaschko, Egan & Natalia)
Vygotsky’s main concern is that social interaction and social context, a world full of people, who interact with the child from birth onwards, are essential to cognitive development. He points out that the potential for cognitive development is limited to a certain time span, which he names as the “zone of proximal development” (ZPD) depends upon full social interaction. The range of skill that can be developed with adult guidance and peer collaboration exceeds what can be attained alone. (Can, Tunker BLOG 2006)
Vygotsky sheds light on consciousness which grows as a result of how individual development takes place in and is shaped by: social institutions, culture and history. Part of teaching skill is to identify the particular opportunities of task or activity, and then develop them into a learning experience for children (Cameron, 2002:5-20) The Social Development Theory of Vygotsky has many implications in many theories like Social Cognitive Theory, Situated Learning Theory and Constructivism. The guidance of the child from what is presently known to what is to be known is an important element to Constructivist education and Vygotsky’s view that student’s problem solving skills fall into three categories supports this process:
1. Skills which the student can perform
2. Skills which the student may be able to perform
3. Skill the student can perform with help
One of the aims of the Constructivist learning environment is to encourage the child to reach beyond their capacity with confidence and thus perform new skills with support. One of the means that Constructivism employs to advance the learner is scaffolding – tasks and questions in relation to the subject that will encourage higher order thinking and discovery.
posted by akash=brony at 3:37 AM
0 Comments:
Post a Comment
<< Home