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Lecture 7

lecture 7

4 Pages
Fall 2012

Course Code
Mark Schmuckler

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Y ! !"#"$"%" &
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"!%&% !$$*+"(%,,$,,)& ! !",
Y,'"% !"&"%$"!"!"" "-./ !00!$ 0
Y2")., !(),'"!"!" &"!% #%" !$ !"!'
"!"!" &%" ""' # %&"2")., !( ,"3 !4 "(
,$ !"""!(%&
Y!%) "$ ) ! &"  !"" ! $
%-, &'"% ! #" , "1
Yc"$ % !",,$"%, )"", .&) !"'""! &
" ($
&'&$ $ &/
Y(""$", (
Y !"$" '()"3 '", (" ,$"!"!%"
""% !
Y(&'&!("! .""# !"" & '", ("!""
$"!"!")% !3 "$  !""'$"#)$"!," )
-,,&0 , ("1# !)$"!") )$!"
Y(!("$ &567('& )!!$"" 2! !")$"!
" &-(""! $1
Y)"!"/ !"$,(%")!%, .'"&#"!$","(0
"( (!"'#),")'
 ")""
Y "","
Y"$+(&&%""'%!))"$"!"!"$ , &(
!$"!"!)'-&,,"$"!13" "$"!"!"!!+$
"(3!$ ",!3!" !" "$ &-./
 , ' &! &'$ -8%9:&()"$+(&"! $
Y)) !"!+$"$&$( ! ,)$" ( 3./ ! ,!""
"%!,"#!$ ,$!"$"$!,"'#'"$"
-$""(1"!), &
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" &!"$" &
Y$!!"!"!($8%, .83". &"$,
"!")) !"""), "3,! $"!$#"!."!!"")
)) !"
Y !",!("!"!(#%"!$ (!"$+(&
Y!$ $" ),!(!(" !",))
Y!,",") "" !," ,")!("$
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thLECTURE 7 October 26VYGOTSKYs Approach Piaget child isolated scientistsconstructing their own reality Vygotsky sociocultural theory children live in a rich cultural enviro affects the way the understand the world and the way the cog world is structures joint activities with more mature members of society helped children master the activities they were engaging inmore knowledgeable other anyone who has a better understanding than the learner ex older peer teacher adult parent or computerzone of proximal dev to perform a task independently and with helpwhen a child couldnt do a task independently when learning took placealways be in the zone of proximal development childsocial enviro mould cognition in adaptive waysRapid growth of language critical aspect of childs cog ability enables children to participate in social dialogues with others mostly knowledgeable othersenables them to learnLanguage allows children to communicate with them self enhances complexity of childs thinking and ability to control their behaviour Vygotskys sociocultural theoryPrivate speechprivate speech narrating or uttering to themselvespiaget children unable to take perspective of another talking to themselves enables them to understand whats going on in the worldvygotsky cog dev and social experiences interactchild is constantly talking to themselves and increasing their understanding of the world language helps children think about their actionsfundamental for higher cog processes memory problem solvinglaid the foundation for selfguidanceprivate speech disappears eventually WHY vgotsky selfdirected speech because internalized children found their incapability easierprivate speech inner dialogues findings children use more private speech when faced with a complex task than easyend up being more attentive involved in the taskbetter performance of the task the social origins of cognition social interaction importantintersubjectivity process by which 2 participants begin atask with a different understanding ultimately arrive at a shared understand of the task they get to a common ground enables each person to understand and adjust to other persons perspective adults can promote this idea broadens as childrens language ability gets better ex preschoolers are more likely to directly seek out others help bw 35yrs strive for this intersubjectivity in dialogues with peers scaffolding adjusting the support you give a child to help them fit their current level ex a child has a limited notion on how to dosomethingthe adult might use direct instruction to guide them in the tasktake this instructions turn it into private speech and forms the abilityscaffolding teaching interaction ex puzzle matching picture matching academic assignments scaffolding generally doesnt occur in play guided participationshared endeavours bw more or less expertspeers not exactly teaching but attempt to incorporate ideas that are in scaffolding in informal settings same dialogues and supportand expanded notion of scaffolding children are more advanced in cog devwhen adult provides intersubjectivityadult support in all forms predicts positive dev in children more effortspeer disagreements important for learning cog abilities disagreements less important for cog dev than peer support VyogtskyECEImportant of active participation child is active in their contextvygotsky assisted discovery teachers guide learners with verbal explanations and promptsmaximize learning also aided by peer collab group workmakebelieve play children create an imaginary situationlearn to follow internal ideas and social rulesnaturally adapt to these rules follow their rules than just responding to particular impulses uniqueprovides zone of proximal dev children can try out wide variety of challenging activities important for private speech tea party help them to things in a planned way preschoolers who engage in pretend play better ability to take on responsibilities Evaluation of Vgotskys theory
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