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https://www.youtube.com/watch?v=jJ3AV8YJ5yQ

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https://www.youtube.com/watch?v=5hWDbSx_kdo

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https://www.youtube.com/watch?v=CTR_snb-0nQ

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https://www.youtube.com/watch?v=0BX2ynEqLL4

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•Teachers should observe students very closely

•They should know the domain of development for each age to push through the limits

•They should practice being creative and open minded to create scaffolding activities for their students because it takes a time to adjust any activity to students’ needs.

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•Since Vygotsky died early and did not have his own school in practices, no one can say that approach has changed.

•It is considered as emergent approach in practice, and there is nothing called Vygotsky’s curriculum.

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* ZPD does not show age related abilities.
* Is the three years gap same in all ages
* Is the child’s zone same in all domains

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•Vygotsky believes that traditional assessments assess just the knowledge children already acquired.

•The best assessment should be done by observing in collaborative social interaction, so the child can be assess in higher level than what she already knows.

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•Since Vygotsky believes that development accrue through social interaction, family and community considered an essential part of the development.

•Schools that adopt Vygotsky’s approach ask parents collaborate with the school and provide info about the child’s limits and interests.

•Parents are required to interact actively with their children to enrich their development.

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•Be active learners by sharing their ideas and interact with teachers’ activities

•Play cooperatively and support the learning process for their peers.

•Be independent and open to push their selves to their limits.

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•Close observation for each child.

•Know each child’s abilities and interests

•Be open minded for differences among children

•Plan different sitting of activities for individual work, group work, and teacher guided activities.

•Use every day’s experinces to represent the concept of self regulation.

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•There is no specific curriculum under Vygotsky’s name, however, Vygotsky’s ideas impact emergent curriculum and the Reggio Emilia schools. These curriculums considered as one of the best recent curriculums for early childhood.

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•Social interaction has impact on cognitive development.

•Children’s knowledge and personalities come from their surrounding environment.

•In class communication with the teacher and peers is the secret element of development.

•Scaffolding through the Zone of proximal development is what called learning

•Self regulation and problem solving accrue from children’s inner speech

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•Zone of Proximal Development

1.There are skills that children can work on independently.

2.ZPD is when the child can learn a skill by little support from the teacher or peers, and that what called Scaffolding.

3.Some skills are out of the child’s reach even with support.

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Human development accrues when people interact with each others and the society

(Social Development Theory)

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•First he taught in different institutions.

•He made a big project in the psychology of art.

•He worked as a psychologist due to his obsession with psychology with no official training.

•He published six books on psychology topics

•Even though he died by the age of 37, His sociocultural theory remine until these days by his students.

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•He born in 17 November, 1896 for a Jewish family.

•His father is a banker and mother learned to be a teacher, but she stayed home.

•He had two daughters.

•He was a very good student in the school

•He studied in the University of Moscow 1913. He studied medicine then switched to low.

•He died in 1934