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Lecture 7

Developmental Psychology Lecture 7.docx

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Mark Schmuckler

Developmental Psychology Lecture 7  Piaget o Ignored the fact that children lived in social and cultural contexts o Paid little attention to how the child's mind changed in social interactions- didn’t consider that children can learn from older people and interaction o His ideas were significant in cognitive development  Lev vygotsky o More knowledgeable other  Teacher, adult, older peer, computer o Zone of proximal development  Distance between the child's ability to perform a task with and without help  Child not able to learn alone, need adults help o Learning is very important  Broadens dialogue  Can communicate with others and themselves- enhances the complexity of their thinking and the ability to control their behavior Sociocultural theory  Private speech- talking to themselves o Problems with taking other people’s advice o Just talking for themselves o Vygotsky- language helping the child to think about mental activities and behaviours and help them select courses of action; fundamental for all cognitive processes  Children spoke to themselves for self guidance – as they get older it became internalized and became inner speech – we still all do this as adults as we think and act o Children use more private speech when they're trying to solve challenging tasks – they become more attentive and involved and successful at the tasks with the private speech  To promote social interaction there must be o Intersubjectivity- Two participants who begin a task with different understandings ultimately arrive at a shared understanding – shared understanding is important to create a common ground- each person adjusts to relate to the other person o Scaffolding- adjusting support during a teaching session to fit the child's current level of performance  As the child's level increases, support/scaffolding decreases  Scaffolding becomes part of the child's private speech  Scaffolding captures teaching interaction  Extremely effective way to teach children how to solve problems- might not hold across all cognitive contexts  Became more advanced in their cognitive development  Children benefit from working on tasks with same age peers  Children do even better when they work with a child who is a bit more expert on the task  Zonal proximal development  Assisted discovery- teachers guide learning o Don’t just let the child figure stuff out by themselves, they demonstrate and give explanations- teacher tailors learning  Creating an ideal zone of proximal development  Importance of make beli
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