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    PrincessIldefonso
    Lev Vygotsky developed the socio-cultural theory of cognitive development which asserts that social interaction plays a key role in children's cognitive growth. According to Vygotsky, language and social learning precede development, and through interactions with more skilled individuals children can develop skills they cannot yet master alone. Vygotsky emphasized the zone of proximal development and scaffolding, where guidance from others allows children to solve problems beyond their independent ability. As children's skills grow, the support or scaffolding is gradually removed.

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    HANDOUTS

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    PrincessIldefonso
    284 views1 page
    Lev Vygotsky developed the socio-cultural theory of cognitive development which asserts that social interaction plays a key role in children's cognitive growth. According to Vygotsky, language and social learning precede development, and through interactions with more skilled individuals children can develop skills they cannot yet master alone. Vygotsky emphasized the zone of proximal development and scaffolding, where guidance from others allows children to solve problems beyond their independent ability. As children's skills grow, the support or scaffolding is gradually removed.

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    Lev Vygotsky developed the socio-cultural theory of cognitive development which asserts that social interaction plays a key role in children's cognitive growth. According to Vygotsky, language and social learning precede development, and through interactions with more skilled individuals children can develop skills they cannot yet master alone. Vygotsky emphasized the zone of proximal development and scaffolding, where guidance from others allows children to solve problems beyond their independent ability. As children's skills grow, the support or scaffolding is gradually removed.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    284 views1 page

    HANDOUTS

    Uploaded by

    PrincessIldefonso
    Lev Vygotsky developed the socio-cultural theory of cognitive development which asserts that social interaction plays a key role in children's cognitive growth. According to Vygotsky, language and social learning precede development, and through interactions with more skilled individuals children can develop skills they cannot yet master alone. Vygotsky emphasized the zone of proximal development and scaffolding, where guidance from others allows children to solve problems beyond their independent ability. As children's skills grow, the support or scaffolding is gradually removed.

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    Vygotsky's * Cultural Factors Development

    Socio- Cultural Theory


    2.Language
    "What a child can do -Language can be viewed as
    in cooperation today, a verbal expression of culture. refers to the difference between what the
    he can do alone tomorrow" -It opens the door for learners child accomplish alone and what he/she
    -Lev Vygotsky to acquire can accomplish with guidance of
    knowledge that others already another.
    Lev Vygotsky have.
    the area where the most sensitive
    - "The Mozart of Psychology" Piaget and Vygotsky instruction or guidance should be given -
    allowing the child to develop skills they
    - Lev Semyonovich Vygotsky Piaget will then use on their own - developing
    -More individual in focus higher mental functions.
    - Born in Western Russia -Believed that there are
    universal stages of cognitive Scaffolding
    - Birthdate:November 5, 1986 development
    - Father: Semi L’vovich -Did not give much empahasis refers to the support or assistance that
    - He graduated from Moscow on language lets the child accomplish a task he/she
    University with a degree in cannot accomplish independently
    Law in 1917 Vygotsky
    - Completed 270 scientific - More social in focus Scaffolding consists of the activities
    articles,numerous,lectures and - Did not propose stages but provided by the educator, or more
    10 books based on a wide emphasized on cultual factors competent peer, to support the student as
    range of Marxist-based in cognitive development he or she is led through the zone of
    psychological and teaching - Stressed the role of language proximal development.
    theories in cognitive development
    He died on June 10, 1934 at 37 Scaffold and Fade -away Technique
    after long battle with TB Private Speech
    As learners become more proficient,
    Socio-Cultural Theory -form of self-talk that guides able to complete tasks on their own that
    The main assertion of the th child's thinking and action. they could not initially do without
    Vygotsky theory is that the assistance. the guidance can be
    cognitive development of Zone of Actual Development withdrawn.
    children is advanced through
    social interaction with other refers in which the child may “Train up a child in the way he should
    people, particularly those who perform at a certain level of go ; even when he is old, he will not
    are more skilled. competency and she/he may depart form it”
    not immediately proficient at
    TWO Central Factors in it. Proverbs 22:6
    Cognitive Development
    More Knowledgeable Other
    1.Social Interaction (MKO)

    Vygotsky emphasized that Competent adult or a more


    effective learning happens advanced peer, the child can Prepared by: ILDEFONSO,Princess A.
    through participation in social perform at a higher level of English 1-A
    activities competency.
    Zone of Proximal

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