Lev Vygotsky by Melissa Daniels Motley https://padlet.com/melissadanielsmotley/2cpr89i1o9vn Sociocultural Cognitive Theory "Through others we become ourselves" Lev S. Vygotsky en-us 2017-11-13 03:08:51 UTC 2017-11-13 04:57:10 UTC hello@padlet.com Children Actively Construct Knowledge melissadanielsmotley https://padlet.com/melissadanielsmotley/2cpr89i1o9vn/wish/206082306 According to Santrock (2013, p. 26), "Like Piaget, the Russian developmentalist Lev Vygotsky (1896-1934) said that children actively construct their knowledge. Unlike Piaget, Vygotsky (1962) did not propose that cognitive development occurs in stages, and he gave social interaction and culture far more important roles in cognitive development than Piaget did. Vygotsky's theory is a sociocultural cognitive theory that emphasizes how culture and social interaction guide cognitive development." The relationships that children forge with their parents, peers, community, and educators establish the lessons that children deem as important and the knowledge as well as tools that they regard as essential to survival in the world in which they live.
References
Santrock, J. W. (2013). Children. McGraw-Hill.
]]> 2017-11-13 03:16:57 UTC https://padlet.com/melissadanielsmotley/2cpr89i1o9vn/wish/206082306 Dependency: Social Interaction and Culture on the Individual melissadanielsmotley https://padlet.com/melissadanielsmotley/2cpr89i1o9vn/wish/206083053 According to Santrock (2013, p.26) who cites Daniels from 2011, "Vygotsky portrayed the child's development as inseparable from social and cultural activities." Like the stones in this background, children are dependent upon those who touch their lives through language, attention, and interaction. Just as these stones rely upon the placement of the stones that touch them and dependent upon the placement of the ones below them, children, according to his theory, are reliant to learn upon the effect others have on their lives.  Santrock (2013, p.26) exemplifies the point by stating that "in one culture, one child may learn to count with the help of a computer; in another, they might learn by using beads." According to Santrock (2013, p.27), "this suggests that knowledge can best be advanced through interaction with others in cooperative activities." 

References
Santrock, J. W. (2013). Children. McGraw-Hill.
]]> 2017-11-13 03:22:38 UTC https://padlet.com/melissadanielsmotley/2cpr89i1o9vn/wish/206083053 Private Speech=Social Competence melissadanielsmotley https://padlet.com/melissadanielsmotley/2cpr89i1o9vn/wish/206083782 According to McLeod (1970), "Vygotsky sees "private speech" as a means for children to plan activities and strategies and therefore aid their development. Private speech is the use of language for self-regulation of behavior. Language is, therefore, an accelerator to thinking/understanding (Jerome Bruner also views language in this way). Vygotsky believed that children who engaged in large amounts of private speech are more socially competent than children who do not use it extensively." 

References 
McLeod, S. (1970, January 01).     Saul McLeod. Retrieved from       https://www.simplypsychology.org/vygotsky.html]]> 2017-11-13 03:27:47 UTC https://padlet.com/melissadanielsmotley/2cpr89i1o9vn/wish/206083782 Inner Dialogue: Meditation Room melissadanielsmotley https://padlet.com/melissadanielsmotley/2cpr89i1o9vn/wish/206085729 This inner dialogue of a child can explain a more thoughtful approach on how to think about a problem or issue before taking action. To me the connection between this "private speech" and social behavior explains an approach to action through mindfulness rather than emotion. A common form of punishment has been isolation as punishment for misbehavior, but this approach to discipline  is being changed by the inclusion of sessions of "mindfulness" or meditation rooms that allow children to decompress from the situation and rationalize the reason for their misbehavior.
According to Gaines (2016), "The room looks nothing like your standard windowless detention room. Instead, it's filled with lamps, decorations, and plush purple pillows. Misbehaving kids are encouraged to sit in the room and go through practices like breathing or meditation, helping them calm down and re-center. They are also asked to talk through what happened."

References
Gaines, James (2016). This school replaced detention with meditation. The results are stunning. (2016, September 22). Retrieved from http://www.upworthy.com/this-school-replaced-detention-with-meditation-the-results-are-stunning]]> 2017-11-13 03:40:46 UTC https://padlet.com/melissadanielsmotley/2cpr89i1o9vn/wish/206085729 Value of Lesson: Necessary Skill of Culture melissadanielsmotley https://padlet.com/melissadanielsmotley/2cpr89i1o9vn/wish/206087800 Santrock (2013, p.26) establishes Vygotsky's connection between the teacher and the student in not only the subject but the value of the lesson when he says, "According to Vygotsky, children's social interaction with more-skilled adults and peers is indispensable to their cognitive development. Through this interaction, they learn to use the tools that will help them adapt and be successful in their culture. For example, if you regularly help a child learn how to read, you not only advance a child's reading skills but also communicate to the child that reading is an important activity in his or her culture." In every society around the world, different lessons are stressed in curriculums based upon their immediate importance to the culture and society in which the students reside. The old adage regarding modeling one's behavior rather than following one's instructions comes to mind. Recently, the news has highlighted the transition of parent's screen time on children's screen time. As texting and keeping up with social media using a phone or Ipad has become more prominent so has the child's value of that activity in his or her life. Parents
References
Santrock, J. W. (2013). Children. McGraw-Hill.
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