CHYS 1F90 Lecture Notes - Lecture 3: Lev Vygotsky, Plat
3 Nov 2016
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Document Summary
Analyzing social interactions and examining how social and cultural context influences development are not new. Little research have been done to document socio-cultural theoretical implications with respect to early childhood practice. Vygotsky theory suggests that meaning making is accomplished through social context, and learning drives development through spontaneous concepts (every day interactions) and scientific interactions (instruction) It is the task of the classroom community to explore and discover these resources through creative collaboration, to expand and develop them, so that understanding and meaning emerge. Vygotsky suggests that women children play, they seem to be one head taller than themselves, and act above their age level, and beyond their daily activity . Children develop more through problem solving on their own and through interactions with other people and materials. Pretend play is a great example because it enables kids to perform functions beyond their lived experience. (scripts are an intermediary between lived experience and scientific concepts)
