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Compared to Piaget, Vygotsky thought of "child language" as an important developmental tool that leads to self-regulation and more advanced verbal thinking, as opposed to 'egocentric' speech that becomes more 'socialized' speech.

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Q: Current early childhood education put too much pressure on younger children to learn academic skills in an early age.

A:  Vygotskian approach suggests that young children can master
necessary prerequisites of academic skills through engagement in mature make-believe
play.

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Vygotsky Theories Still Used Today: Accelerated Reader and the Zone of Proximal Development

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Vygotsky Theories Still Used Today: Accelerated Reader and the Zone of Proximal Development

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Accelerated Reader is a program used at many schools that help children improve their independent reading abilities. At 1st, children are given an initial assessment to get placed into a reading level (this is how a ZPD scored is developed). So how does the ZPD come into play? Well, it defines the readability range from high students should be choosing books in order to advance their reading skills without facing them with overwhelming challenges that will lead them to give up.

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Constructivist approach, the social aspect of a classroom is the most important factor that leads to learning.

There is not a step-by-step process, this theory requires that students work together in their zone of proximal development and with a more knowledgeable other, in order to get to the point where they can learn independently, without the group’s support.

These days, collaboration amongst students is highly valued.

The environment plays a crucial role in increasing a student’s learning, and there is an acknowledgement of differences between individuals and
people from other cultures (Scott, 1972).

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An important criticism of Vygotsky’s work is that social interaction is not as important to all cultures.

The idea of scaffolding learning may not be useful for all types of learning, as well.

Other ways to learn, such as observation and apprenticeship/practice, might be the most helpful methods to employ (Scott, 1972).

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Q: Many students prefer studying alone and think it is the most efficient way to study.

A: According to Vygotsky's developmental theories,  believes the importance of social interactions in learning. He insists that social interaction is the basis of learning and development. In order to let social interaction works in the development, it has to be fitted into well-designed activities.

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Q: Many countries try to imitate American Education System, but it is not as effective in another country.

A: Based on Vygotsky, he does not agree with the thought that all children develop/learn in the same way. He emphasizes the effect of culture on cognitive development.

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Teachers' Steps:

1.  decide the concepts that students need to learn for the class and  determine if they already have mastered some or not based on small assessments

2.  plan individual lesson and make sure the concepts are within the zone of proximal development. Schedule enough activity time for students to practice scaffolding

3. slowly remove scaffolding until they master the concepts

*adjust instruction if there are students with learning disabilities

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Through scaffolding, teachers can reach students’ zone of proximal development. This basically means that by offering little help to students, they can learn or do things that they wouldn’t be able to do on their own.
It is important not to try to get students to do things that are out of reach.
For example, when baking a cake, a child can get the ingredients needed on their own with no help [current understanding]. But with the help of another person they can measure the correct amounts and mixed all the ingredients together [zone of proximal development]. However, when it comes to using the oven , the child cannot learn how to use it even with help of another because it is out of their reach.

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Application of Zone of Proximal development

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Application of Zone of Proximal development

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This theory could help teachers understand that students learn in a sequential order. Teachers have to teach step by step.

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In this video, at 1:50, we see how even in Disney movies like this one, The Lion King 2, there is a prime example of Vygotsky's Zone of Proximal Development.

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Examples of Child Psych/Human Development in Lion King 2

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Most of the time, college students can go back to Disney movies and find a LOT of connections to real life and psychological stages. Here, I show Marcia's stages of achieving an identity, encouragement of dependency in girls vs independence in boys, displays of constricting actions (typical in boys) vs enabling actions (typical in girls), styles of play, and Vygotsky's Zone of Proximal Development.

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Scaffolding strategies that can help children reach their zone of proximal development are illustrated in the image below.

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Soviet Psychologist
Born: November 17, 1896
Died: June 11, 1934

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Lev Vygotskys Theory of Cognitive Development Exam Prep Video   YouTube

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Key Components of Vgotsky's Cognitive Development Theory

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Key Components of Vgotsky's Cognitive Development Theory

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1. Sociocultural influence
2. Mediation
3. Periods of Child Development
4. Relationship between language and thought
5. Zone of proximal development

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Vygotsky says, “In play a child is always above his average age, above his
daily behavior; in play it is as though he were a head taller than himself. As in
the focus of a magnifying glass, play contains all developmental tendencies in a condensed form; in play it is as though the child were trying to jump above the level of his normal behavior” (1967, 16).

Vygotsky's theory of cognitive development believes that children could transform external information through language. Vygotsky thinks that children talk to themselves when they play so that they could make sense of the world. Through the play process, children are more capable in using language and regulating their thought process.

Reference:
Vygotsky, Lev S. 1967. “Play and Its Role in the Mental Development of the Child.” Soviet Psychology 5:6–18.

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Vygotsky sociocultural development | Individuals and Society | MCAT | Khan Academy

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Vygotsky defined scaffolding instruction as the “role of the teachers and others in supporting the learners development and providing support structures to get to that next level” (Raymond, 2000).

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For Vygotsky, the environment in which children grow up will influence how they think and what they think about.

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Vygotsky places more emphasis on culture affecting cognitive development.

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He believed strongly that community plays a central role in the process of "making meaning."

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His theories stress the fundamental role of social interaction in the development of cognition; social constructivist.

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* Attention
* Sensation
* Perception
* Memory