Social Constructivism of Vygotsky
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Social Constructivism of Vygotsky - scaffolding and its educational implication
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Social Constructivism of Vygotsky
- 1. Social constructivism of Vygotsky Suresh BabuG Assistant Professor CTE CPAS Paippad, Kottayam
- 2. Social constructivism of Vygotsky The theory of social constructivism is proposed by Lev Semyonovich Vygotsky (1896-1934) , a Russian psychologist, who applied the Marxist social theory to individual psychology. The theory considers learning as a social and communicative process whereby knowledge is shared and understandings are constructed in culturally formed social settings. It emphasizes the importance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding.
- 3. Basic Principles of Social Constructivism Children construct their knowledge. Development cannot be separated from its social context. Learning can lead to development. Language plays a central role in mental development.
- 4. Components of Social Constructivism The important components of the social constructivist theory proposed by Vygotsky are: 1. Construction of knowledge occurs only when the learner interacts in a social context. 2. Learning occurs through the internalization of a socially negotiated mental function. 3. Language is a tool for understanding outer world and constructing knowledge.
- 5. Intentional learning is limited to the Zone of Proximal Development (ZPD):- ZPD is the difference between the child’s capacity to solve problems on his own, and his capacity to solve them with assistance. ZPD is the gap between what a given child can achieve alone (level of independent performance or actual development) and what he can achieve through problem solving under adult guidance or in collaboration with more capable peers (level of maximally assisted performance or potential development). Vygotsky held that the range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone. He claimed that learning occurs in this zone.
- 6. The full development during the ZPD depends upon full social interaction and the more the child takes advantages of an adult’s assistance the broader is its ‘Zone of Proximal Development’. ZPD L e a r n i n g Scaffolding Level of maximally assisted performance Level of independent performance
- 7. In vygotsky’s view peer interaction, scaffolding and modeling are important way to facilitate individual cognitive growth and knowledge acquisition. ZPD can compose of different levels of expertise of individuals (Students and teachers) and include artifacts like books, computer tools etc
- 8. Scaffolding Psychologist and instructional designer Jerome Bruner first used the term 'scaffolding' in this context back in the 1950s. The term scaffolding refers to a process in which teachers model or demonstrate how to solve a problem, and then step back, offering support as needed (supports may be recourses, compelling a task, templates and guides etc) Scaffolding
- 11. Educational Implications Child as an active participant in the learning process. Importance of individual difference. Assist children in discovery. Teachers should guide learning through explanation, demonstration and verbal prompts. Tailor lessons to each Childs zone of proximal development. Early childhood – promote teacher/child and child/child interactions. Promote fantasy play. Within the learning environment focus on literacy activities. Use prompts, reminders, increase independence, give information, use cooperative learning and reciprocal teaching strategies. Language is the most important tool for gaining this social knowledge.Children can learn a lot via language