scholarly journals Vygotsky Theory on Social Interaction and its Influence on the Development of Pre-School Children

2015 ◽  
Vol 4 (1) ◽  
pp. 172 ◽  
Author(s):  
Marta Topçiu ◽  
Johana Myftiu
Keyword(s):  
Social Interaction ◽  
Social Environment ◽  
Social Constructivism ◽  
Continuous Process ◽  
Zone Of Proximal Development ◽  
School Age ◽  
Proximal Development ◽  
Psychological Mechanisms ◽  
Scaffolding Technique

The continuous process of human recognition has been explained by different schools of psychology. Among them, social constructivism emphasizes the importance of social environment, culture and social interaction with others, in this process. This study aims to highlight the role of using effective techniques and strategies that allow the possibility to study with the help and interaction with others in the pre-school age. The knowledge and application of the scaffolding technique within the Zone of Proximal Development helps accelerate the cognitive development of the child, making the learning process more dynamic and the child more active. The idea of dialog is very important and every child should feel as an integral part of social interaction. The efficient use of these techniques shows an optimization of the child’s achievement. The process of transforming spontaneous concepts into scientific ones, is facilitated and accelerated. It is important for the help to be offered in an individual way, when and where needed. Also, it is required that the educators and teachers be trained for the successful use of these psychological mechanisms.

scholarly journals Reading of Literature and Reflection by means of Aesthetical Activities

2009 ◽  
Vol 2 (2) ◽  
Author(s):  
Stig Broström
Keyword(s):  
Social Interaction ◽  
Social Constructivism ◽  
Theoretical Basis ◽  
Zone Of Proximal Development ◽  
Historical Understanding ◽  
Psychological Processes ◽  
Proximal Development ◽  
Educational Approach ◽  
Children's Literacy ◽  
Cultural Tools

Based on the hypothesis that reading of fiction followed by aesthetic reflection might be a useful tool towards the development of children's literacy competence in the first years of school, this article constitutes a theoretical basis for such an educational approach. The article is based on a cultural-historical understanding of the work of L.S. Vygotsky and is also inspired by Jerome Bruner's social constructivism. Children's literature, their drawings and play are seen as cultural tools which, when related to Vygotsky’s work (1978a, 1981) allow for the mastery of psychological processes. However, referring to Stetsenko (1999) it is of importance to see the interrelation of three cornerstones in Vygotsky's theoretical universe: social interaction, cultural tools and zone of proximal development (Vygotsky, 1978a, 1978d). These cornerstones and new constructions are a basis for the introduction of an educational approach using literature, dialogue and aesthetic means and processes such as children's storytelling, drawing and play.

scholarly journals Construction and co-construction in cognitive development

Psihologija ◽  
2007 ◽  
Vol 40 (2) ◽  
pp. 191-209 ◽  
Author(s):  
Vitomir Jovanovic ◽  
Aleksandar Baucal
Keyword(s):  
Social Interaction ◽  
Cognitive Development ◽  
Experimental Design ◽  
Qualitative Analysis ◽  
Task Analysis ◽  
Treatment Phase ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Post Test ◽  
Grade 3

The main goal of the research was to study how children develop new competencies within social interaction with more competent peers and adults. The pretestposttest experimental design was used. In the pretest phase 100 Grade 3 students were assessed by the Raven progressive matrices, and based on the results three equal groups for treatment phase were formed (15 students each). In the treatment phase students from the three groups solved 5 items from the zone of proximal development (ZPD) under three different conditions: collaboratively with a more competent peer, collaboratively with an adult, and individually. The post test included assessment by the Raven test after two months. The qualitative analysis showed that all three groups progressed equally, although students who collaborated with an adult were somewhat more successful with items from the ZPD. The qualitative analysis suggested that new competences are developed in different ways depending on with whom student collaborated. The successful peer interaction was marked by higher degree of symmetrical collaboration including higher level of joint critical thinking, and the successful interaction with an adult was marked by higher level of adult guidance as well as more elaborated task analysis, argumentations, and justifications. Based on the results, it is concluded that: (a) children could develop new competences based on both construction and co-construction mechanisms, and (b) the development of new competences through social interaction depends on the partners and the kind of dialog they build during collaboration. .

scholarly journals THE ROLE OF THE FAMILY FOR GAINING SOCIAL EXPERIENCE AND ACQUIRING BEHAVIORAL MODELS AT PRE-SCHOOL AGE

2018 ◽  
Vol 28 (3) ◽  
pp. 915-919
Author(s):  
Krasimira Stefanova Petrova
Keyword(s):  
Social Environment ◽  
Modern Society ◽  
Research Problem ◽  
Social Experience ◽  
Educational Process ◽  
School Age ◽  
The Social ◽  
The Family ◽  
The Impact

Pre-school age is an intensive period in the life of a person which offers great potential for development. The dimensions of the impact of the social environment (children, parents and other adults) on the child’s personality are multifaceted. This accounts for the emphasis on social norms, goals and ideals. Education is the one factor that can best provide the socialization of adolescents.The changes in modern society have led to redefining the parenting patterns for bringing up children. The role of the family as an environment for transferring social experience has never lost its significance. Children need continuous care in order to handle societal failures; they need support for mastering the culture of behavior, as well as timely and appropriate help for ensuring conflict-free communication and for enabling them to take responsibility for their own choices and actions.Psychological studies show that various factors influence both the upbringing of children as well as the parents’ attitudes towardsthem. The relevant factors include: the childhood experiences of the parents; the unrealized needs of the parents; interpersonal relations in the family that are characterized by emotional depth and style that are considered to have established "a standard".The parameters of the actuality of the research problem are based on the interrelationship of the social and educational aspects that are related to the position of the child and his personal assertion in society:- Atpre-schoolage, thechildgraduallyfitsintothesocialsystem, whichistheresult of learningexperiences, actionsandrelationships, awarenessandrediscovery of theselfandtheworld of otherpeople.- Thechildbecomesaware of thenorms of behaviorandthemeaning of actions–their ownandother people’s - andlearns to takeresponsibilityfortheiractions.- Oneyearbeforeschool starts, the childdevelopstheability to accepttheposition of othersand to takeintoaccounttheirownandothers’perspective.- For a successfulpersonalrealization, itisimportantforchildren to havetheskills to worktogetherandcommunicatein a group. Thisisthecompetencethatdirectstheirbehaviortowardsco-ordination, co-operationandsynergy.The abovementioned specific features of the child's personality are the result of the intentional educational interactions between the kindergarten and the family and are related to the acquisition of knowledge, rules and norms, and of value-oriented patterns that define behavior. The foundations for thisare laid during the pre-school age and are considered the most stable and lasting, often referred to as the "basic personality structure". Along with them, the "behavioral potential" of the child, which is demonstrated at different ages, is shaped and developedthrough upbringing. Consequently, behavior is seen as a specific manifestation of the personality associated with its selective attitude towards the influence of various factors in the social environment. The direction of the educational activitiesinspires the motivation for personal behavior aiming at growth and self-actualization. Hence, the presence of a certain skill level which imposes a new approach to learning - replacing the mechanical reproduction with the acquisition of competences for and attitudes towards interaction in a changing environment. What is appropriate for achieving these goals is the applicationof functional models for cooperation, individualization and differentiation of the educational process. These ensure that the child is provided with conditions for activity and for mastering basic, sustainable rules for conscious participation and development that are important for the success of each of his activities. This is a type of social education that is achieved through exploring the social fabric andacquiring the skills for learning, choosing and communicating.

Vygotsky and the Zone of Proximal Development

2011 ◽  
pp. 948-950
Author(s):  
Susan Gebhard
Keyword(s):  
Social Cognition ◽  
Social Context ◽  
Social Constructivism ◽  
Educational Experiences ◽  
Zone Of Proximal Development ◽  
Reference Points ◽  
Interpersonal Interaction ◽  
Proximal Development ◽  
Shared Experience ◽  
Social Reference

Thinkers throughout history have surmised that humans exist most fully in communion with others. Learners mimic or model, read or reflect, and listen or lecture within a social context; therefore educational experiences,traditional or technology based,ought not to discount the interplay between shared experience, individual’s attitudes, and relational understandings. The theories of learning that emphasize this kind of interpersonal interaction, the necessity of collaboration and collegiality, a reliance on social reference points, and intentional modeling have had various nomenclatures (Rogoff & Lave, 1984). Vygotsky’s (1978) seminal work is commonly referred to as “social cognition” or “social constructivism.”

The Role of the Knowledgeable Other in Student-Scientist-Teacher Partnerships

2021 ◽  
pp. 23-42
Author(s):  
Sarah L. McClusky ◽  
Donna Farland-Smith
Keyword(s):  
Zone Of Proximal Development ◽  
Second Grade ◽  
Proximal Development ◽  
Cultural Perspective ◽  
Second Grade Students ◽  
Effective Exchange ◽  
Different Levels

This chapter focuses on the language and interactions of a visiting scientist and a group of second-grade students (N=18). Guiding this study was the understanding that a student-scientist-teacher partnership supports a social cultural perspective that provides a zone of proximal development in a multifaceted and effective exchange of knowledge for all members of the partnership. The study examined how these interactions can be understood in terms of the zone of proximal development at different levels. It was determined that all three members of the triad can be the more knowledgeable other and move the knowledge between them.

scholarly journals Considering the Role of Zone of Proximal Development and Constructivism in Supporting Teachers’ TPACK and Effective Use of Technology

2020 ◽  
Vol 20 (64) ◽  
Author(s):  
Drew Polly ◽  
Erik Byker
Keyword(s):  
Content Knowledge ◽  
Zone Of Proximal Development ◽  
Technological Pedagogical Content Knowledge ◽  
Teacher Education Programs ◽  
Proximal Development ◽  
Pedagogical Content ◽  
Use Of Technology ◽  
Effective Use ◽  
Supporting Teachers

This paper focuses on the construct of Technological Pedagogical Content Knowledge (TPACK) as a way to think about the knowledge and skills teachers need to effectively use technology with students. We use the construct of Vygotksy’s Zone of Proximal Development and Social Constructivist epistemologies to consider ways to scaffold and develop pre-service teachers’ TPACK. We synthesize these ideas and provide vignettes that describe what these look like in teacher education programs. We then conclude with implications for both research and practice.

The Regrettable Neglect of Affect: Comment on Karin Junefelt's paper

1990 ◽  
Vol 13 (2) ◽  
pp. 149-151
Author(s):  
Catherine E. Snow
Keyword(s):  
Developmental Psychology ◽  
Zone Of Proximal Development ◽  
Development Communication ◽  
Proximal Development ◽  
Valuable Contribution ◽  
Communicative Development ◽  
The Status ◽  
Mediational Means ◽  
Explanatory Concept

The recent upsurge of attention to Vygotsky's writings in developmental psychology, with their welcome focus on the role of the adult, on interaction and on the connection between communication and cognition constitutes a healthy redress to the Piagetian focus on the autonomous child operating in a world of things and actions rather than a world of people and relationships. In light of the corrective potential of Vygotskian ideas, it is not surprising that they have been embraced widely. Unfortunately, despite the initial appeal of central Vygotskian notions like the zone of proximal development, the intraindividual recapitulation of interindividual processes and the use of language as mediational means, it is very hard to take these notions beyond the status of slogan to the status of explanatory concept. A valuable contribution made by Junefelt in her article “The zone of proximal development and communicative development” is to give concrete examples of how these Vygotskian notions can help us understand a particular domain of development — communication.

scholarly journals ReDesigning intercultural exchanges through the use of augmented reality

2019 ◽  
pp. 157-162
Author(s):  
Stella Hadjistassou ◽  
Maria Iosifina Avgousti ◽  
Petros Louca
Keyword(s):  
Augmented Reality ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Zone Of Proximal Development ◽  
Language Teachers ◽  
Learning Needs ◽  
Proximal Development ◽  
Disruptive Students ◽  
The Uk

While the debate on breakthrough technologies has focused on inept, dexterous, and socially transforming technologies such as Artificial Intelligence (AI) assistants and robot dexterity, in second/foreign language learning, particular emphasis is placed on AI, Augmented Reality (AR) and Virtual Reality (VR). This study takes a closer look at the role of three newly developed AR applications in promoting a better understanding of complex concepts such as the Zone of Proximal Development (ZPD), strategies in dealing with disruptive students, and an immigrant’s perspective in moving to a foreign country with no knowledge of the language(s) spoken in that country. The AR applications were developed and implemented during intercultural exchanges among students enrolled in academic institutions in the UK and Cyprus. The aim was to develop AR applications that were geared toward the learning needs of future language teachers and examine what students could achieve through the use of these applications during goal-driven tasks and activities.

scholarly journals Zone of Proximal Development, Scaffolding and Teaching Practice

2020 ◽  
Vol 16 (3) ◽  
pp. 15-26
Author(s):  
A.A. Margolis
Keyword(s):  
Teaching Practice ◽  
Main Idea ◽  
Zone Of Proximal Development ◽  
Educational Activity ◽  
Psychological Processes ◽  
Proximal Development ◽  
Joint Learning ◽  
Theoretical Concepts ◽  
Leading Role

The construction of the zone of proximal development (ZPD) in the context of teaching activity is discussed in the paper.ZPD is compared and contrasted with the concept of scaffolding as introduced by Jerome Bruner. In the context of its potential for operationalisation in the form of teacher activities, the author examines key ZPD content given by Lev Vygotsky in terms of the complex interaction of spontaneous (everyday) concepts formed prior to the beginning of school education with scientific (theoretical) concepts formed during schooling. Vygotsky’s main idea about the leading role of scientific concepts in the restructuring of previously formed spontaneous concepts, as well as in the development of the child’s holistic thinking, leads to the conclusion that it is possible also to directly influence the spontaneous formation concepts change through the organisation of collectively distributed forms of educational activity and in a polylogue based the Socratic method. The leading psychological processes, which ensure the development of spontaneous concepts through their greater generalisation and awareness, comprise the processes of exteriorisation of spontaneous concepts, reflection and subsequent interiorisation of a collectively constructed concept. Therefore, the activities of teaching in constructing a ZPD include providing conditions for the distribution of individual operations in the course of a joint learning action and facilitating a polylogue to ensure the effective functioning of these psychological processes in the course of specifically organised learning activities.

Sociocultural Theory and Second Language Acquisition

1995 ◽  
Vol 15 ◽  
pp. 108-124 ◽  
Author(s):  
James P. Lantolf ◽  
Aneta Pavlenko
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Activity Theory ◽  
Educational Research ◽  
Sociocultural Theory ◽  
Zone Of Proximal Development ◽  
Private Speech ◽  
Proximal Development ◽  
L2 Learning

Although the sociocultural theory (henceforth SCT) of mental activity, rooted in the work of L. S. Vygotsky and his colleagues, has certainly come to the fore in developmental and educational research (cf. Forman, et al. 1993, Lave and Wenger 1991, Moll 1990, Newman, et al. 1989), it is still very much the “new kid on the block” as far as SLA research is concerned. Recently, however, SCT has begun to enjoy increased attention among L2 researchers, as is amply attested in the bibliography of this paper. This research has focused on three general areas: activity theory and the relevance of motives and goals for L2 learning; the role of private speech in L2 learning; and learning in the zone of proximal development. These areas serve as the organizing basis for the survey that follows. The overview begins, however, with a brief, but necessary, overview of the theory itself.

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