Vygotsky interactionist theory

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Vygotsky interactionist theory

Social interactions according to Lev Vygotsky play a very important role in the early cognitive development of a person. PsycholoGenie extracts the essence of Vygotsky's theory by explaining its aspects and citing some basic examples for the same. Education Scaffolding Educational Scaffolding is the concept of providing assistance and support to encourage learning of new concepts and skills in students with the intention of helping them achieve their learning goals. The concept is adopted by Jerome Bruner by the Interactionist Social Theory of Lev Vygotsky. Lev Vygotsky was a famous Russian psychologist who gained popularity for his thorough study on human development. Vygotsky through his intense field research has speculated that the development of cognitive processes superior to basic skills (attention, feeling, perception and memory) emerged from social interaction and communication. Vygotsky's theory completely contradicts Jean Piaget's theory of cognitive development. Piaget suggests that development in the cognitive capacity of a child is a result of independent exploration and personal experiences. On the contrary, Vygotsky in his theory reasons the development of cognitive capacity due to learning through the increase of social interaction and communication. Unlike Piaget's vision that development must necessarily precede learning, Vygotsky stated that learning was a stone step at a higher level of cognitive ability, and therefore development can learn. Vygotsky's social interaction theory is based on some fundamental aspects, which are explained below. Look. What is the Social Interactionist Theory? The theory motivates the development of language with greater emphasis on the effects of social interaction between the developing child and linguistically superior adult. Effects ofand social influences According to Vygotsky, most of the interaction of a child during childhood is completely completelyHowever, the internalization of the child gives him meaning, thus forming the roots of linguistic development. The language and cognitive development of each child is carried out in a unique way, says Vygotsky. This is because each child grows within a unique set of morals and values, and is influenced by different cultures. For example, minor differences in speech show how culture plays an important role in the cognitive development of an individual. Western cultures emphasize more about the individual than the group, which is the opposite in the case of Asians. An American with a group of friends would say: "I would like to have a beer, would anyone like it?" On the other hand, an Asian would say, "Do we have beer?" or "How about a beer?" Note that in the first, the accent is more on the ego, while in the latter, it is more on the group. We take another universal example for all cultures. When a person gets a phone call or does one, the first thing he/she pronounces is a 'hello'. Parents are very excited to let their children talk on the phone with a relative or friend. When they attack the phone to the child's ear, they ask him to say goodbye; the person at the other end also says "hello" to the child. The child does not know exactly what is happening, which is screaming on the other side of this small, plastic, lighting device. However, with a little observation and assistance from his parents who constantly try to make him speak, the child tries to interiorize and get meaning from the data he receives, and tries to blabber or to pronounce something that imitates his parents. This act is strengthened, and therefore, is learned quickly and promotes linguistic development. Other Knowable (MKO) As the name suggests, this is any person or thing like a computer, which is more knowledgeable than what you learn. In the case of a child, this refers to his parents orfrom this aspect, try to explain that any person, who has a better understanding of a certain thing, when he assists another who has no idea of it is likely to adopt the learning process that leads to cognitive development. He believes that the number of things that can be done by the guidance of a MKO exceeds those that can be achieved alone. Proximal development zone The proximal development area is achieved when a learner reaches a skill that he could not independently, with the assistance of an MKO. For example, a child is unable to draw a house, but can draw straight lines and circles. The child's father assists him laying a series of points on paper, and asking the child to connect them, which forms the design of a house. After some repeats of connection of the points, the child can draw a house without the points, and eventually perfects the ability by drawing more and more houses. The proximal development zone is between what is known and what is not known. Language development Vygotsky classifies language in three forms: (i) social discourse that refers to the communication used to speak with others (evident from age two); (ii) private speech referring to the self-directed speech (evidence from the three years); and (iii) silent inner speech that refers to constructive thinking. The first two forms of speech are fully based on the need. In social discourse, the child communicates to meet his needs. Communication could be crying or other particular gestures including parents. The private speech develops when the child learned to speak some syllables and words. The baby would talk to him when he plays alone. Children mostly indulge in a private speech when they perform difficult or difficult tasks, especially to drive their own self or adjust their behavior. The private speech isto improve memory, provide motivation to difficult tasks, promote better communication skills, and promote creativity in As with Vygotsky, there is no connection between thought and speech in the early years of life. Discourse and thought become interdependent after the age of three, in which the child learns to interiorize the language learned to promote cognitive development. The internalization or disappearance of the private speech is observed when the child begins to disappear. Criticism Although Vygotsky's work provides a completely different perspective on cognitive development, there are some weaknesses to his theory that should not be neglected. Critics believe that the concept of "Zone of Proximal Development" is a little vague; First, because it does not provide a precise picture of learning, style and pace of learning or the current level of development, it does not take into account individual differences, and it is too general. This is also evident from the absence of a common metric scale to measure the area of a single child. Second, the theory underestimates the individual's abilities that show greater emphasis on sociocultural effects. Too much assistance and assistance could make the individual lazy and accustomed to waiting for help in tasks, which can easily accomplish. Thirdly, since the theory gives a single model of development, it does not consider different levels of development. The interests, needs and abilities of children vary at different ages, which influence the type of learning they seek, and the effects it has on them. Therefore, each level of development is of great importance in the cognitive development of the child as a whole. Overview The main theme of the theoretical framework of Vygotsky is that social interaction plays a fundamental role in the development of cognition. Vygotsky (1978) states: "Every function in the cultural development of the child appears twice: first, at social level, and then, at an individual level; Before,(interpsychological) and then inside the child (intrapsicological). This applies equally to voluntary attention, for logical memory, and for the formation of concepts. All superior functions originate as real relationships among individuals." (p57). A second aspect of Vygotsky's theory is the idea that the potential for cognitive development depends on the "proximal development zone" (ZPD): a level of development achieved when children engage in social behavior. The full development of ZPD depends on the full social interaction. The range of skills that can be developed with the adult guide or peer collaboration exceeds what can be achieved alone. Vygotsky's theory was an attempt to explain consciousness as the final product of socialization. For example, in language learning, our first expressions with peers or adults are aimed at communication, but once mastered they become interiorized and allow "inner speech". Vygotsky's theory is complementary to Bandura's work on social learning and a key component of learning theory located as well. Since Vygotsky's attention was on cognitive development, it is interesting to compare his views with those a constructivist (Bruner) and a genetic epistemologist (Piaget). Application This is a general theory of cognitive development. Most of the original work was done in the context of language learning in children (Vygotsky, 1962), although later applications of the picture were wider (see Wertsch, 1985). Example Vygotsky (1978, p56) provides the example of pointing a finger. Initially, this behavior begins as a movement of senseless understanding; However, as people react to the gesture, it becomes a movement that makes sense. In particular, the point gesture represents an interpersonal connection betweenindividuals. Cognitive development is limited to a certain range at any age. Full cognitive development requires social interaction. References Vygotsky, L.S. L.S.Thought and language. Cambridge, MA: MIT Press. Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press. Wertsch, J.V. (1985). Cultural, Communication and Cognition: Vygotskiane perspectives. Cambridge University Press. Related Websites For more information about Vygotsky and his work, see: By Saul McLeod, updated 2020 Lev Vygotsky's work (1934) has become the foundation of many researches and theories in cognitive development in recent decades, especially what has become known as sociocultural theory. Vygotsky's sociocultural theory considers human development as a socially mediated process in which children acquire their cultural values, beliefs and problem-solving strategies through collaborative dialogues with more competent members of society. Vygotsky's theory consists of concepts such as tools specific to culture, private speech and the proximal development area. Vygotsky's theories emphasize the fundamental role of social interaction in the development of cognition (Vygotsky, 1978), as he strongly believed that the community plays a central role in the process of "making meaning. "Unlike Piaget's notion that the development of children must necessarily precede their learning, Vygotsky argued, "learning is a necessary and universal aspect of the culturally organized development process, specifically human psychological function" (1978, p. 90). In other words, social learning tends to precede (i.e., come first) development. Vygotsky developed a sociocultural approach to cognitive development. He developed his theories around the same time as Jean Piaget was beginning to develop his ideas (1920 and 30'), but died at the age of 38, and therefore his theories are incomplete - although some of his writings are still translated by Russian. No single principle (asby Piaget) can explain the development. Individual development cannot be understood without reference to the social and cultural context in whichis incorporated. The highest mental processes in the individual have their origin in social processes. Vygotsky's theory differs from Piaget's theory in a number of important ways:1: Vygotsky places more emphasis on culture that affects cognitive development. This contradicts Piaget's vision of the universal phases and of the content of development (Vygotsky does not refer to the stages in how Piaget does). So Vygotsky takes cognitive development varies in all cultures, while Piaget affirms cognitive development is mostly universal among cultures.2: Vygotsky places a lot more emphasis on social factors that contribute to cognitive development.(i) Vygotsky states the importance of the cultural and social context for learning. Cognitive development derives from social interactions from guided learning within the proximal development area as children and co-constructive knowledge of their partner. On the contrary, Piaget argues that cognitive development derives largely from independent explorations in which children build knowledge of their own.(ii) For Vygotsky, the environment in which children grow will affect how they think and what they think about.3: Vygotsky places more (and different) emphasis on the role of language in cognitive development. According to Piaget, the language depends on the thought for its development (i.e., thought comes before the language). For Vygotsky, thought and language are initially systems separated from the beginning of life, which join about three years of age, producing verbal thought (internal discourse). For Vygotsky, cognitive development results from an internalization of language.4: According to Vygotsky adults are an important source of cognitive development. Adults transmit the tools of their intellectual adaptation culture that children interiorize. On the contrary, Piaget emphasizes the importance of peers, as the interaction between peers promotestaking social perspective. Effects of Culture: - Intellectual adaptation tools Vygotsky said that children were born withbasic intellectual development skills called 'electoral mental functions' (Piaget focuses on motor reflections and sensory capabilities). Elementary mental functions include ? or Attention Sensationo Perceptiono MemoryEventually, through interaction within the sociocultural environment, these are developed in more sophisticated and effective mental processes that Vygotsky refers to as 'higher mental functions.' Each culture provides its children with intellectual adaptation tools that allow them to use basic mental functions more effectively / adaptively. Intellectual adaptation tools is the term of Vygotsky for problem-solving thinking methods and strategies that children internalize through social interactions with the most competent members of society. For example, memory in small children is limited by biological factors. However, culture determines the type of memory strategy we develop. For example, in Western culture, children learn to take note to help memory, but in pre-liter societies, other strategies must be developed, such as binding knots in a string to remember, or bring pebbles, or repetition of the names of ancestors until large numbers can be repeated. Vygotsky, therefore, sees cognitive functions, even those performed alone, as influenced by beliefs, values and intellectual adaptation tools of culture in which a person develops and therefore socio-culturally determined. The intellectual adaptation tools, therefore, vary from culture to culture - as in the example of memory. Social influences on the theme of cognitive development Piaget, Vygotsky believes that children are curious and actively involved in their learning and discovering and developing new knowledge/scheme. However, Vygotsky placed more emphasis on social contributions to the process ofwhile Piaget has emphasized self-initial discovery. According to Vygotsky (1978), very important learning from the child occurs through social socialwith a skillful tutor. The tutor can model behaviors and/or provide verbal instructions for the child. Vygotsky refers to this as a cooperative or collaborative dialogue. The child tries to understand the actions or instructions provided by the guardian (often the parent or teacher) then internalizes the information, using it to guide or adjust its performance. Shaffer (1996) gives the example of a young girl who is given her the first puzzle. By itself, he performs badly in an attempt to solve the puzzle. The father then sits with her and describes or demonstrates some basic strategies, how to find all corner pieces/ege and provides a couple of pieces for the child to put together and offers encouragement when he does. Since the child becomes more competent, the father allows the child to work more independently. According to Vygotsky, this type of social interaction involving cooperative or collaborative dialogue promotes cognitive development. In order to gain an understanding of Vygotsky's theories on cognitive development, two of the main principles of Vygotsky's work must be understood: the Other Knowledgeable (MKO) and the Proximal Development Zone (ZPD). More knowledge Other The other most experienced (MKO) is a little self-explanatory; refers to someone who has a better understanding or a higher skill level than the learner, than a particular task, process or concept. Although the implication is that MKO is a teacher or an older adult, this is not necessarily the case. Many times, peers of a child or children of an adult can be individuals with more knowledge or experience. For example, who is more likely to know more about new teen bands, how to win at the latest PlayStation game, or how to properly perform the latest dance mania - a child or their parents? In fact, MKO must not be a person forSome companies, to support employees in their learning process, are now usingperformance support systems. Electronic tutors were also used in educational contexts to facilitate and guide students through the learning process. The key to MKOs is that they must have (or be programmed with) more knowledge about the theme that is learned that learning does. Proximal development zone The concept of the Most Knowable Other is integrally linked to the second important principle of Vygotsky's work, the Proximal Development Zone. This is an important concept that refers to the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from an experienced partner. For example, the child could not solve the puzzle (in the example above) alone and would take a long time to do it (if at all), but was able to solve it after interaction with the father, and developed competence to this skill that will be applied to future jigsaws. Vygotsky (1978) sees the Proximal Development Zone as the area where the most sensitive education or guidance should be given - allowing the child to develop skills they will use on their own - developing higher mental functions. Vygotsky also sees interaction with peers as an effective way of developing skills and strategies. He suggests that teachers use cooperative learning exercises where less competent children develop with the help of more skilled peers - within the proximal development area. The tests for Vygotsky and ZPDFreund (1990) conducted a study in which children had to decide which furniture elements should be placed in particular areas of a doll house. Some children had permission to play with their mother in a similar situation before they tried it themselves (proximal development zone) while others were allowed to work on this alone (learning)discovery of Piaget). Freund found that those who had previously worked with their mother (ZPD) showed greater improvement than their firstto the task. The conclusion is that guided learning within the ZPD has led to a greater understanding/performance than working alone (discovered learning). Vygotsky and Vygotsky believed that the language develops from social interactions for communication purposes. Vygotsky saw the language as the greatest tool of man, a means to communicate with the outside world. According to Vygotsky (1962) the language plays two critical roles in cognitive development:1: It is the main means with which adults transmit information to children.2: The language itself becomes a very powerful instrument of intellectual adaptation. Vygotsky (1987) differentiates between three forms of language: social discourse that is external communication used to speak with others (typical from the age of two); private speech (typical from the age of three) which is directed to the self and serves an intellectual function; and finally the private speech goes underground, decreasing in audability as it takes on a function of self-regulation and turns into silent inner speech (typical from age). For Vygotsky, thought and language are initially systems separated from the beginning of life, merging at about three years of age. At this point, speech and thought become interdependent: thought becomes verbal, speech becomes representative. When this happens, the monologues of internal children to become the inner speech. The internalization of language is important as it guides cognitive development.' The inner discourse is not the interinal aspect of external discourse - it is a function in itself. The speech remains, that is, the thought linked to words. But while in the outside speech the thought is embodied in words, in the internal discourse words die while they make think. The inner speech is largely thought of in pure meanings.' (Vygotsky, 1962: p. 149)Vygotsky (1987) was the first psychologist to documentof the private speech. He considered private speech as a transition point between social and internalthe moment in the development in which language and thought unite to constitute verbal thought. Thus the private speech, in the vision of vygotsky, was the first manifestation of the inner speech. In fact, the private speech is more similar (in its form and function) to the inner discourse than to the social discourse. the private speech is 'typically defined, in contrast to the social discourse, as a speech addressed to the self (not to others) for the purpose of self-regulation (as little as communication'.) (diaz, 1992, p.62) Unlike the internal discourse that is covered (i.e. hidden,) the private discourse is overloaded. in contrast with the notion of piaget (1959) of the private speech that represents a dead end of development, vygotsky (1934, 1987) saw the private discourse as: a revolution in development that triggers when preverbal thought and preintellectual language join to create forms of mental functioning fundamentally new.? (fernyhough &ugh fradley, 2005: p. 1.) vygotsky sees "private talk" as a means for children to plan activities and strategies and thus help their development. private speech is the language oo for self-regulation of behavior. vygotsky believed that children who engaged in large amounts of private speech are more socially competent than children who do not use it.Vygotsky (1987) notes that private speech not only accompanies the activity of a child, but acts as a tool used by the developing child to facilitate cognitive processes, as well astask obstacles, improve imagination, thinking and conscious awareness. Children use private speech most often during the middle difficulty tasks because they are trying to self-regulate from verbal planning and organizing their thoughts (Winsler et al., 2007). The frequency and content of the private speech are then related to behavior or performance. For example, private speech seems to be functionally related to cognitive performance: It sometimes appears difficult with a task. For example, tasks related to the executive function (Fernyhough & Fradley, 2005), problem solving tasks (Behrend et al., 1992), school work in both languages (Berk & Landau, 1993), and mathematics (Ostad & Sorensen, 2007). Berk (1986) provided empirical support for the notion of private speech. He found that most of the private speech exposed by children serves to describe or guide the actions of the child. Berk also found that the child engaged in a private speech more often when working alone for challenging tasks and even when their teacher was not immediately available to help them. In addition, Berk also found that private speech develops in the same way in all children, regardless of cultural background. Vygotsky (1987) proposed that private speech is a product of an individual's social environment. This hypothesis is supported by the fact that there are high positive correlations between social interaction rates and private speech in children. Children raised in cognitively and linguistically stimulating environments (most frequently observed situations in higher socioeconomic state families) begin to use and interiorize the private speech faster than less privileged background children. In fact, children raised in environments characterized by low verbal and social exchanges showin the development of private speech. The use of children of private speech decreases when they age and follows a curvilinear trend. This is due to changes in ontogenetic development where children areto internalize the language (through the inner discourse) in order to self-regulate their behavior (Vygotsky, 1987). For example, research has shown that the private speech of children usually reaches 3-4 years of age, decreases to 6-7 years of age, and gradually fades to be mostly interned for 10 years (Diaz, 1992). Vygotsky proposed that the private speech decreases and disappears with age not because it becomes socialized, as Piaget suggested, but rather because it is underground to constitute the inner speech or verbal thought" (Frauenglass & Diaz, 1985). Applications in class Vygotsky's approach to child development is a form of social constructivism, based on the idea that cognitive functions are the products of social interactions. Vygotsky stressed the collaborative nature of learning through the construction of knowledge through social negotiation. He rejected Piaget's hypothesis that it was possible to separate learning from his social context. Vygotsky thought everything was learned on two levels. First, through interaction with others, and then integrated into the individual's mental structure. Each function in the cultural development of the child appears twice: first, at social level, and then, at an individual level; first, between people (interpsychological) and then inside the child (intrapsicological). This applies equally to voluntary attention, for logical memory, and for the formation of concepts. All superior functions originate as real relationships among individuals. (Vygotsky, 1978, p.57)Constructivism-based teaching styles make a conscious effort to move from traditional, objective, didactic, memory-oriented transmission models" (Cannella & Reiff, 1994) to a more student approach. A contemporary educational application of Vygotsky theory is "teachingused to improve students' ability to learn from text. In this method, teachers and students collaborate in the learning and practice of four key skills: Key:question, clarify and predict. The role of the teacher in the process is reduced over time. In addition, the cognitive development Vygotsky theory of students is relevant to teaching concepts such as "scaffolding" and "apprenticeship," where a more advanced teacher or peer helps to structure or organize a task so that a beginner can work on it successfully. Vygotsky's theories also feed on the current interest in collaborative learning, suggesting that group members should have different skill levels so that more advanced peers can help less advanced members operate within their ZPD. Critical assessment Vygotsky's work has not received the same level of intense examination that Piaget has, partly due to the process that takes time to translate Vygotsky's work from Russian. Moreover, Vygotsky's sociocultural perspective does not provide as many specific hypotheses to test as Piaget's theory, making confutation difficult, if not impossible. Perhaps the main criticism of Vygotsky's work concerns the hypothesis that it is relevant to all cultures. Rogoff (1990) rejects the idea that Vygotsky's ideas are culturally universal and instead affirms the concept of scaffolding - which is strongly dependent on verbal education - can not be as useful in all cultures for all types of learning. In fact, in some cases, observation and practice can be more effective ways of learning certain skills. Download this article as PDFHow to refer to this article:McLeod, S. A. (2018, 05 August). Lev Vygotsky. Simply Psychology. Style ReferencesBehrend, D.A., Rosengren, K.S., & Perlmutter, M. (1992). The relationship between private speech and interactive style of parents. In R.M. Diaz & L.E. Berk (Eds.), Private Address: From social interaction(pp. 85?100). Hillsdale, NJ: Erlbaum. Berk, L. E. (1986). Report of the private speech of primary school children to behavioral accompaniment to the task, attention and andperformance. Development psychology, 22(5), 671.Berk, L. & Garvin, R. (1984). Development of private speech among children Low income Appalachians. Development psychology, 20(2), 271-286.Berk, L. E., & Landau, S. (1993). Private learning-disabled intervention and normally reach children in classroom academic and laboratory contexts. Child development, 64, 556?571. Cinnamon, G. S., & Reiff, J. C. (1994). Individual education of constructivist teachers: Teachers as qualified students. Education of quarterly teachers, 27-38. Diaz, R. M., & Berk, L. E. (1992). Private speech: From social interaction to self-regulation. Lawrence Erlbaum. Frauenglass, M. & Diaz, R. (1985). Auto-regulatory functions of children's private speech: A critical analysis of the recent challenges to Vygotsky theory. Development psychology, 21(2), 357-364.Fernyhough, C., & Fradley, E. (2005). Private speech on an executive task: Relations with difficulty of task and performance of task. Cognitive development, 20, 103?120. Freund, L. S. (1990). Maternal regulation of problem solving behavior of children and its impact on the performance of children. Development of the child, 61, 113-126.Ostad, S. A., & Sorensen, P. M. (2007). Private intervention and strategyuse schemes: Bidirectional comparisons of children with and without mathematical difficulties in an evolutionary perspective. Journal of Learning Disabilities, 40, 2?14.Piaget, J. (1959). The language and thought of the child (Vol. 5). Press Psychology. Rogoff, B. (1990). You learned in thought. New York: Oxford University Press. Schaffer, R. (1996). Social development. Blackwell. Vygotsky, L. S. (1962). Thought and language. Cambridge MA: MIT Press. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Vygotsky, L. S. (1987). Think and talk. In R.W. Rieber & A.S. Carton (Eds.), The collected works of L.S.volume 1: General psychology problems (pp. 39?285). new newPlenum Press. (Original work published 1934.)Winsler, A., Abar, B., Feder, M. A., Schunn, C. D., & Rubio, D. A. (2007). Private speech and executive operation among high-function children with autistic spectrum disorders. Journal of Autism and Developmental Disorders, 37, 1617-1635. Download this article as PDFHow to refer to this article:McLeod, S. A. (2018, 05 August). Lev Vygotsky. Simply Psychology. this ad

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