¡Descarga Vygotsky's Theory of Learning and Development: Social Context and Cognitive Skills - Prof. y más Apuntes en PDF de Ciencias de la Educación solo en Docsity! LEV VYGOTSKY Learning and development are interrelated from the child’s very first day (1896-1934) -The social context that a child gets, is all the stimulus in order to understand things. Since we are born, the context that we surround, that is why we learn. We do not learn because of school, we learn since we were born. We start learning from the family, other babies... He’s de perfect CONTEXTUALISM. He IS the Contextualism. We’ve seen Contextualism as context. The social context, interactions. For him everything starts with a social interaction. Everything we know, and start from the context, the social context. BIO - Born in Byelorussia, middle class. Even this type of family, his family took a lot opportunities (as lunch or dinner) to talk about books. They choose a book, and talk about it -Graduated from the University of Moscow, in Literature. He was actually in two universities; the second one was an informal university. (illegal because of the political movement at that time) He had a Marxism point. - His works were banned and pulled out from libraries during Stalin’s time (1879-1953). His followers keep some copies. -“Some children were able to learn a little help while other were not”. Some kids had this ability to learn, and others not. He studied it to built his theories. There were a lot of books against him. - Died of tuberculosis at an early age in 1934 (38). He died when he was really young. INFLUENCES: · Marxists’ theories: - Makarenko: Happiness pedagogy for a better future, freedom (= SUMMERHILL, MILL) - Blonkskij: Education evolves around a colony (industry). Kids had to work there, since they were little. LOWER AND HIGHER ORDER COGNITIVE SKILLS - His thesis that human mental functions were social in origins and then would help the individual. All starts with the social context (family friends..) All our mental functions are thanks to the social context not to the individual. We are who we are because we had such a social context that riches our mental functions. The origins of our mental abilities are social context. - He’s not denying that the individual abilities are inside. We have both, social and individual. But what starts very thing is social. And we can have two kinds of mental or cognitive skills. We have lower and higher mental functions. Both are: memory, attention, perception and thinking. They are the same for Vygotsky. Nowadays, not Vygotsky, we will have differences: · LOWER: Natural development produces elementary versions of (memory...). When we start memorizing things, basic techniques. Individual. · HIGHER: Cultural development produces refined versions of above functions (memory...). It gets more complex through social interaction. When we grow up, we have better memorizing method. Because I’m in contact with others, that’s why my cognitive skills are getting better. LENGUAGE DEVELOPMENT AND LEARNING: -Language presents the experience for cognitive skills. The level f language is similar to the level of learning. -Kids need to develop skills for: · Observing · Questioning · Encouraging · Peer interactions that will support kids’ growth. Skills that are to move forward. You have to be very open and observer and etc... to get peer interactions, and they will have the same age, the same more or less language skills, at the same stage of the learning process. For example: when some on doesn’t get what another is saying and another say he is saying that, and that’s because he is in the same level of him. THEORIES: • He objected the analysis of children’s abilities based on intelligence tests (IQ doesn’t test the potential with ca’ predict neither the speed nor the learning degree) • Any test what it does is spelling us that we are in a level. But for him the problem was that he wanted to know and show that leaning is a process. He wanted to picture the process of learning. He wanted to show that we all have a potential. • Social and cognitive development work together and build on each other. He thought that our social and cognitive abilities are almost a single thing, we can’t differentiate them. • Personal and social experience can’t be separated (social constructivism = DEWEY built our knowledge) • Kids learn from each other, developing language skills and grasp new concepts as they speak and listen to each other. 4 KEYS ELEMENTS TO CHILD’S LEARNING 1. The intersubjective: Shared understanding between kids and adults. We have a kid and an adult, the level is very difficult, not because we know more, it is because of the language, or process. We know more content, but it is a matter of learning level. 2. Internalization: Process within which the kid converts potential(the things that we can learn in the future) into actual development (it’s a transference, a process from external (social context) to internal). Especially when we talk about knowledge.
