Cognitive Learning Theories Cognitive Learning Theories Dr Mesake. R. Dakuidreketi 2009 Lecture Outline: Vygotsky’s theory of learning Learning and development: Implications of Vygotsky’s Theory for Teachers Strengths & Limitations of Vygotsky’s Theory
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Lecture 8 Vygotsky' Sociocultural Theory of Development
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Cognitive Learning TheoriesCognitive Learning TheoriesDr Mesake. R. Dakuidreketi 2009
Lecture Outline: Vygotsky’s theory of learning Learning and development: Implications of
Vygotsky’s Theory for Teachers Strengths & Limitations of Vygotsky’s
Theory
Tutorial questionsTutorial questions What are Vygotsky’s three main theoretical
assumptions? What is considered as being important when
discussing the ZPD? How does Vygotsky explain the role of social
interaction in children’s development ? How are Vygotsky’s concepts of ZPD, scaffolding,
and the role of language useful in teaching and learning?
How does Vygotsky’s theory fit in with your understanding of learning in the South Pacific?
Vygotsky’s Socio-cultural Theory of DevelopmentVygotsky’s Socio-cultural Theory of Development
• Like Piaget, Vygotsky also recognised that children’s thinking is different to adults
• He noticed that children begin learning from: – people around them– Their social world
• He believed that:– our social world – source of all our concepts, ideas, facts, skills
and attitude– All personal psychological processes begin as social processes
shared among people.• Example: Language, what we find funny or sad, what we worry about &
how we describe or classify objects.• Language- not just how we talk but ways of seeing the world.• This becomes obvious if we realise there are some things we can say in one
language but not in another.
Vygotsky’s Socio-cultural Theory of DevelopmentVygotsky’s Socio-cultural Theory of Development
The social sources of individual thinking:
The dual processes of cognitive development: Cultural tools and cognitive development:
Tools are selective and from a particular culture The role of semiotic signs and private speech:
Verbal discourse and signs use to share and negotiate meaning
Vygotsky’s Theoretical Ideas
• Three major components that influence our cognitive development:
1. The development of cognitive skills2. The origins in our social and culture3. The mediating role of language and cultural
tools
Vygotsky’s Theoretical Ideas Cont…
1. The development of cognitive skills:According to him:-
• we must examine a person’s cognitive skills from a developmental perspectives.
– What this means: Everything in life cannot be looked from one time point. • E.g. how we form our language – we were not born with
the language skill to communicate but we learn it for a period of time.
– Skills such as language exists in ‘stages’
Vygotsky’s Theoretical Ideas Cont…
2. The origins in our social and culture– According to Vygotsky:-
• Everything in life is derived from the environment• Your ‘intelligence’ or where you are socially in
society is determined by the environment• Why?
– Vygotsky believes that our cognitive ability depends very much on the society & culture that we come from at large (not so much on our genetic makeup, although this helps)
• His assumptions: ‘every function in a child’s cultural development appears twice:– First on the social level (between people –
interpsychological ) & later on the individual level (inside the child – intrapsychological process).
Vygotsky’s Theoretical Ideas Cont…
• 3. The mediating role of language and cultural tools
Things which support our learning & cognitive development:– Cultural tools
– Language :• Used by us to express ideas, feelings & negotiate meaning• Serves to help us regulate our behaviour and thinking
Cultural tools may include: (1) Real tools - cell phones, computers, Internet, and (2) symbolic tools – numbers, maps, signs and codes, sign language
Cultural tools and DevelopmentCultural tools and Development Tools provided by culture support thinking Higher-order mental processes (e.g., reasoning,
problem solving) are mediated by psychological tools (language, signs, symbols)
Role of Language and Private Speech Role of Language and Private Speech Language is used as a means for expressing ideas
and asking questions, and to help us link the past and the future
Language exists in stages:
1. Social communication (Adult-Child)
2. Social communication (Child-Child)
3. Private speech → Self-talk
4. Inner silent speech
Implications of Vygotsky’s Theory for Teachers
• Three ways that important ideas and knowledge in a culture can be passed from one individual to another:
1. Imitative learning2. Instructed Learning3. Zone of Proximal Development
Implications of Vygotsky’s Theory for Teachers Cont..
1. Imitative learning: - One person tries to imitate the other
2. Instructed Learning: - Learners internalised the instructions of the teacher and use this to control their learning
– Vygotsky thought – through instruction (from adults), children would develop the skills associated with living successfully in the culture
3. Zone of Proximal Development: - The difference between the child’s level of performance when they do not receive any help and their level of performance when a more capable person provides help
Development of LearningDevelopment of LearningTwo basic concepts used to explain development:
1. Zone of proximal development (ZPD)
2. Scaffolding - the flexible support provided by the more capable person so that the child acquires new skills.
Poor
Excellent
Level of performance
Unassisted performance
Performance with assistance
Zone of proximal development
Implications of Vygotsky’s Theory for Teachers Cont..
Use of ZPD and scaffolding Use of more-skilled peers as teachers Consider the cultural context of learning Encourage children’s use of private speech
Vygotskian Framework: Principles of Psychology Vygotskian Framework: Principles of Psychology and Educationand Education
Four basic principles:
1. Children construct knowledge
2. Development cannot be isolated from its social context
3. Bidirectional relation b/w learning and development
4. Language plays a central role in mental development
Scaffolding Scaffolding
Closely linked to ZPD Technique involving changing level of support
Conversational dialogue
In general – tasks a child can solve on his or own, the other by tasks solved under guidance and assistance
Strengths and Limitations of Strengths and Limitations of Vygotsky’s TheoryVygotsky’s Theory Strengths
Cognitive development is a social process
Historical and Cultural background Encouragement of the role of
languageCollaborative learning –(where a group
of peers strives to understand and learn things through their interactions
Limitations Is the width of a child’s ZPD same
across all areas of learning? Does it vary at different times of day,
with different levels of motivation? Is it generally stable? Excessive teacher support Relevance of Vygotsky’s ideas