Vygotsky’s Theory

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Vygotsky’s TheoryZone of Proximal DevelopmentScaffolding: Teacher adjusts the levelof support as performance rises.Language and Thought:Develop independently of eachother, then merge.Have external or social origins“Private Speech”

Zone of Proximal DevelopmentUpper LimitLevel of additional responsibility the child canaccept with assistance of an able instructorLevel of problem solving reached on differenttasks by the child working aloneLower Limit

An Example of ScaffoldingScene: Mom is helping child construct a puzzle. They have amodel that they can refer to. The child tries to place greenpieces where they do not belong.Mom: Did we find any green up here? (points to model)Child: (looks at model) This one. (points to incorrect placein the model)Mom: I think maybe that’s a leftover. Do you think so?Child: (nods)Mom: Maybe we don’t need the green one, cause there isn’tany green one up there, is there. Remember?Child: (looks at pieces pile, puts green pieces back, choosestwo appropriate pieces.

Vygotsky’s basic idea oflanguage and thoughtLanguageThought 2 years

municativespeech

Vygotsky’s Key ContributionEmphasizes the social contexts oflearning, and that knowledge is mutuallybuilt and constructedCriticisms of Vygotsky’s Theory Not specific enough about age-relatedchanges There are potential “pitfalls” incollaboration and guidance

Overall Teaching Recommendations- Vygotsky Assess child’s zone of proximaldevelopment Provide just enough assistance Use more skilled peers as teachers Encourage private speech, selfregulation

Cognitive and LanguageDevelopmentLanguageDevelopmentWhat IsLanguage?How LanguageDevelopsBiological andEnvironmentalInfluences

Language is a form of communication, spoken, written, orsigned, that is based on a system of symbols.PhonologySound system of a languageMorphologyUnits of meaning involved in wordformationSyntaxRules for combining words intophrases/sentencesSemanticsMeaning of words and sentencesPragmaticsAppropriate use of language indifferent contexts

Biological and EnvironmentalInfluencesChildren are neither exclusivelybiological linguistsnorsocial architects of language.Interactionists emphasize thecontribution of both.

Key Milestones in LanguageDevelopment Preschool: learn morphological rules likeplurals, -ed for the past tense Preschool: learn and apply the rules ofsyntax, e.g., how to form wh- questions Middle Childhood: vocabulary developmentcontinues at a breathtaking pace6 yr olds: 8,000 – 14,000 words12 yr olds: 50,000 words

Key Milestones in LanguageDevelopment Middle Childhood: Development ofmetalinguistic awareness – knowledge oflanguage, e.g., what a preposition is Adolescence: Greater understanding ofmetaphors, satire, and complex literaryworks Adolescence: Writing improves asplanning and revising skills are enhanced

Supporting Vocabulary DevelopmentIncrease opportunities for reading & writingComputers Relate the new to the known Promote active, in-depth processingEveryday conversations: introduce andelaborate on new wordsGive students an opportunity to use words ina variety of contexts

STUDY IN VOCABULARY TRAINING4th to 6th grade students read the following passage with thedifficult or the easy words.Joe and Ann went to school in Portland. They wereantagonists (enemies). They saw each other often. They hadlots of altercations (fights). At the end of high school, Annmaligned (said bad things about) Joe. Then Ann moved away.Joe stayed in Portland. He got a job as a bailiff (worked for ajudge). One day Joe was working, and he saw Ann. Ann didnot see Joe. Ann looked apprehensive (afraid). She was beingincarcerated (under arrest).Students from both groups performed equally well on literalquestions, but the students with the difficult words did much worseon inference questions.

STUDY IN VOCABULARY TRAININGSample Test QuestionsLiteral Questions such as:Joe and Ann saw each other in school.(a)(b)(c)(d)nevernot muchfrequentlyoftenInference Questions such as:Joe works in a .(a)(b)(c)(d)schoolhospitalcourthouseuniversity

STUDY IN VOCABULARY TRAININGSample of Training FormatExperimenter: This word is “altercations.” What word is this?Child: “Altercations.”Experimenter: Correct, “altercations.” What does “altercations”mean? (points to meaning on index card).Child: “Fights.”Experimenter: Yes, “altercations” means “fights.” Listen do youhave altercations with your teacher? [child responds] Do youhave altercations with a tree? [child responds]. So what does“altercations” mean?Child: “Fights.”Experimenter: (after similar questions about “antagonist”) Listen,Do you have any antagonists” [child responds] Do you have anyaltercations with your antagonists? [child responds]

STUDY IN VOCABULARY TRAINING 4th to 6th grade students read the following passage with the difficult or the easy words. Joe and Ann went to school in Portland. They were antagonists (enemies). They saw each other often. They had lots of altercations (fights). At the end of high school, Ann maligned (said bad things about) Joe. Then Ann moved away.

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