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= **__Social Development Theory - Vygotsky__** =

** Traditional Classroom: Vygotsky Classroom: **

Click on the links below to see the differences between a classroom's set-up based on traditional beliefs and a classroom's set-up based on Vygotsky's thinking:

[|Traditional Classroom] VS. [|Vygotsky Classroom]

1) Vygotsky believing that culture plays a much bigger role in the shaping of cognitive development. 2) Vygotsky's thoughts that //social contributors// make a big difference when it comes to cognition. 3) Vygotsky's beliefs that language (how it is used, technique and forms) shapes cognitive development.
 * __ General Information: __**
 * A big part of this theory is the statement that social interaction (conversing and being around others) plays a very important role in the process of cognitive development among individuals
 * Vygotsky's thoughts differed from those of Piaget's, who believed that that children's development must occur before their ability to really learn.
 * Vygotsky truly believed that social learning comes //before// development.
 * Vygotsky once said "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological)."
 * A few significant differences between Vygotsky and Piaget include:
 * Within his theory, Vygotsky includes the "More Knowledgeable Other" (also knows as the MKO). The MKO is anyone who may have more of an understanding/ability than the young learner on a certain task or concept. This may be an older adult, teacher, mentor, etc. and has a big effect on the learner's cognitive development.
 * Social interaction plays a fundamental role in the process of cognitive development. Social learning precedes development. Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).” (Vygotsky, 1978).
 * Vygotsky also held onto his beliefs about something he referred to as the Zone of Proximal Development (ZPD); this is meant to represent the difference between a student’s ability to complete a task/perform with adults or peers being present, and the student’s ability to solve a problem or perform independently. This is the "zone" in which Vygotsky believed the most learning occurs.

__**Vygotsky's Theories on Children's Abilities to Interact and Retain Information/Learn through Interaction:**__

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 * __ Strengths and Weaknesses __**
 * **Strengths** || **Weaknesses** ||
 * It pays considerable attention to the socio-cultural context. || Ignorance or rejection of role of biological evolution in human behavior, skills and preferences. ||
 * It gives an account of the relation between cognitive development and learning. || Ignorance of rejection of the notion of within-organisms variation and selection to account for human development and learning. ||
 * It acknowledges differences between individuals within the same culture and between people from different cultures. || Ignorance or rejection of idea that humans use behavior to control their perceptions (environments); acceptance of "behavioral illusion" that perceptions (stimuli, environment) cause behavior (responses) ||

__**PIAGET vs. VYGOTSKY (including Vygotsky's zone of proximal development):**__

===**Vygotsky's Contributio ****n for Teachers: **===

· Students would be working in groups because the social development theory really focuses on how students interact with peers and society. · Students will perform engaging activities that helps them to construct their own understanding of topics. · The teacher would be walking around the classroom while the students do group activities. The teacher will ask the students questions to get them thinking and give them a direction for their learning. The teacher will give the students support only when needed.
 * In the classroom: **
 * Strategies for teachers that implement Vygotsky's theories include scaffolding, reciprocal teaching, and guided instruction.
 * Scaffolding-giving students some support to complete a task
 * Reciprocal teaching- students "teach" the group and the teacher answers or clarifies questions
 * Guided instruction- students share their ideas and strategies and the teacher offers some input to the ideas

· To guide the students to create meaning of topics · To have the students gain social skills through the classroom
 * Goals for instruction: **
 * · **To have students work collaboratively in groups

**Grade level: **  I think that second grade and up would be able to work in a social development classroom. I do not know if Kindergarten and first graders would do well in this environment. I personally feel that since this theory tends to have a lot of independent and group work where the teacher is in the background that first grade and lower might not handle the environment. Second grade and up can do more independent and group work where the teacher is more of a guide.

**Technology integration: **  Students could use computers as tools in their learning. Students can also have access to technology for them to use in whatever way that will help their construction of learning. Technology will enhance the students communication and interaction with other students in order to work collaboratively. Students can also use technology in order to create presentations and research information in order to enhance their learning.

Three main characteristics of Vygotsky's Social Development Theory:
//- Social interaction plays a fundamental role in the process of cognitive development. Social learning precedes development. Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).” (Vygotsky, 1978). - The More Knowledgeable Other (MKO). Refers to anyone who has a better understanding or a higher ability level than the learner. Typically teachers, coaches, or other adults. - The Zone of Proximal Development (ZPD). The distance between a student’s ability to perform a task under adult guidance or with peers, and the student’s ability to solve the problem independently.//


 * Direct Instruction or Constructivism? **


 * Vygotsky’s theory allows us to see a true foundation and placement of constructivism for individuals, and the benefits it carries with it.
 * Vygotsky found that students play an active role in learning. Learning is student centered and the teacher should collaborate with the students.
 * Constructivists believe that prior knowledge impacts the learning process, as Vygotsky stressed through his research and deliverance of what would successfully occur with socialization. As stated in his Zone of Proximal Development, students reach a certain understanding when they are challenged to a higher level of thinking, yet they are not yet at the point where they are struggling with this kind of cognition. He believed that students need a certain comfort zone in their education, and a big part of this was the opportunity to interact with their peers and adults within their learning process.
 * "It is common in constructing skills check-lists to have columns for "cannot yet do", "can do with help", and "can do alone". The ZPD is about "can do with help", not as a permanent state but as a stage towards being able to do something on your own. The key to "stretching" the learner is to know what is in that person's ZPD—what comes next, for them." (http://www.learningandteaching.info/learning/constructivism.htm)
 * Vygotsky pertains to the constructivist point of view because of his theories about language and thought, as well as the advantages that occur when students step out of their normal comfort zone and experience socialization.

__**Sources:**__

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http://www.sarsen-edu.co.uk/blog/wp-content/uploads/2008/02/groupwork.JPG

http://www.rooms4biz.com/assets/images/rooms/airport/room1_c.gif

http://edweb.sdsu.edu/EET/articles/sdtheory/index.htm.

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http://www.learning-theories.com/vygotskys-social-learning-theory.html

http://viking.coe.uh.edu/~ichen/ebook/et-it/4vygo.htm