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 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 Dialogical PISA: development of competence through social interaction in different contexts

Psihologija ◽  
2008 ◽  
Vol 41 (4) ◽  
pp. 523-537 ◽  
Author(s):  
Aleksandar Baucal ◽  
Vitomir Jovanovic
Keyword(s):  
Social Interaction ◽  
School Setting ◽  
Treatment Phase ◽  
Zone Of Proximal Development ◽  
Group Iv ◽  
Proximal Development ◽  
Individual Item ◽  
Post Test ◽  
Cultural Tools ◽  
Out Of School

The main goal of the research was to study how children develop new competencies through social interaction in different contexts. The pre-post test experimental design was used. In the pre-test students were assessed by the PISA 2003 test of mathematics, and based on the results three equal groups for treatment phase were formed. In the treatment phase students from the three groups were solving 5 additional PISA items from the zone of proximal development (ZPD) under three different conditions: group IV - collaboration with an equally competent peer in the out-of-school setting with opportunity to consult others and to use available cultural tools (N=22), group IO - collaboration with an adult who deliver gradual levels of help (N=22), and group KG - individual item solving (N=25). The quantitative analysis showed that all three groups progressed, and group IV (children who collaborated with an equally competent peer in out-of-school setting) progressed more than other two groups. The qualitative analysis suggested that children who progressed most reported on the interview that they had the most symmetric collaboration and managed to rich consensus in spite of difficulties accompanied with the process of joint thinking ('discourse equality'). It shows also that children who were involved in collaboration where partner dominated interaction ('discourse inequality') did not progress or even regressed. Results also show that wider social context made an effect on interaction between partners.

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. .

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.”

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.

Children’s interaction in an urban face-to-face society

2015 ◽  
Vol 6 (3) ◽  
pp. 305-337 ◽  
Author(s):  
Jürgen Streeck ◽  
Kathryn E. Harrison
Keyword(s):  
Social Interaction ◽  
Communication Skills ◽  
Social Communication ◽  
Local Community ◽  
Age Groups ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Face To Face ◽  
Social Communication Skills ◽  
Micro Analysis

This paper reports on a micro-ethnography of social interaction in an urban plaza in Colombia, focusing on the plaza’s role as an arena for the acquisition of interaction skills. We investigate how children of different ages initiate and sustain interactions with same-age and older peers and the efforts they make to be recognized and ‘visible’. We interpret our data in light of three theories of socialization: Corsaro’s (1997) conception of childhood as “interpretive reproduction”, Vygotsky’s (1978) model of the “zone of proximal development”, and the “structural approach” to social cognition and development (Damon 1977; Younnis 1984). While a social form like the plaza, which is collectively enacted by members of all age groups of the local community, provides children with an extraordinarily rich array of opportunities to develop social communication skills by interacting with older and younger peers, our analysis also demonstrates that children, as they are building zones of proximal development for themselves, play a central role in assembling, integrating, and sustaining the neighborhood as a face-to-face society. In this fashion, the paper illustrates how the micro-analysis of social interaction can contribute to the analysis of social ‘macro’ forms.

scholarly journals Liberal education and the connection with Vygotsky’s theory of the zone of proximal development

2017 ◽  
Vol 13 (1) ◽  
pp. 81-88
Author(s):  
M.A. Nguyen
Keyword(s):  
United States ◽  
Roman Empire ◽  
Liberal Education ◽  
Zone Of Proximal Development ◽  
The United States ◽  
Modern World ◽  
Proximal Development ◽  
Educational Approach ◽  
Logical Connection ◽  
Free People

Liberal education came into recognition in Roman Empire, spread throughout Europe during the sixteenth century and has become a revolution in the United States in the last centuries. The term “liberal education” has roots in the Latin word for a free person (liber) and the artes liberales emerged historically as the education appropriate for free people. In the modern world, and especially in the United States after the American Revolution, liberal education drew on these roots to position itself as the best preparation for self-governance in a free democratic society. At Hoa Sen University, liberal education has been chosen as a way to develop students, alongside their professional preparation. In the search for best application options of liberal education, the author realized the connection between liberal education philosophy and Vygotsky’s educational approach, as known as the zone of proximal development. This article analyzes the perspectives of liberal education and its logical connection with Vygotsky’s theory of the zone of proximal development.

Research, Reflection, Practice: Learning Mathematical Language in the Zone of Proximal Development

1999 ◽  
Vol 6 (1) ◽  
pp. 38-42
Author(s):  
Diana F. Steele
Keyword(s):  
Social Interaction ◽  
Mathematics Classroom ◽  
Zone Of Proximal Development ◽  
Mathematical Understanding ◽  
Mathematical Language ◽  
Proximal Development ◽  
The Past ◽  
Learning Mathematics ◽  
Essential Components ◽  
Common Thread

The past decade has been a time for much discussion about the influence of social interaction on the development of mathematical understanding. The roots of this discussion can be traced back to the ideas of Lev Vygotsky, a Russian psychologist who conducted research during the 1920s and 1930s. He was interested in how children conceptualize the meanings of words. He concluded that social interaction and communication are essential components in this conceptualization process. To show how children learn mathematical language, this article examines a classroom vignette and demonstrates how Vygotsky's ideas can be put in action in the mathematics classroom. The NCTM's Standards documents (1989, 1991) emphasize the importance of social interaction and communication in learning mathematics. Mathematics as communication is a common thread woven throughout all levels of these documents.

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