”Through others we become ourselves” LEV VYGOTSKY (1896 – 1934) ”Through others we become ourselves” Russian psychologist Died young, at 38 = his research was not finished Not especially recognized while he lived His theories have continued to grow in influence since his death, particularly in the field of developmental and educational psychology

TOPICS View on learning Social Transmission Role of language Zone of Proximal Development Scaffolding Theory in use Pretend play + Story time

DEVELOPMENT AND LEARNING Social interaction has a fundamental role in the development of cognition / mental development (precedes and promotes development) Development can not be separated from its social context - No single principle can account for development - Individual development cannot be understood without reference to the social and cultural context Cognition is a group of mental processes – such as learning, producing and understanding language, problem solving Social and cultural contexts = the home, ethnicity, city, social groups etc.

SOCIAL TRANSMISSION Children learn through social transmission Learning as a cognitive apprenticeship Knowledge and skills passed from more able to less able Young children are curious and actively involved in their learning, discovery and development of new understandings/schema Central principle that children learn through social transmission A cognitive apprenticeship between someone more and someone less skilled Children are not considered passive and uninterested in learning – they are curious and actively involved in their learning, in discovering new things and developing their understanding of the world around them – sorting new skills and ideas in an expanding network of mental schemas (categories)

What is a Schema Jessie has a Golden Retriever named Sammy. The neighbor has a German Shepard, Jessie calls the dog “Sammy” A parent says “No that’s a different dog, Sammy is at home.” Jessie is at a petting zoo and sees a Pony, she says, “dog?!” Jessie has developed a schema about her pet, the more she learns about what a dog is, she is able to change her SCHEMA based on that info. Changing a schema is called Adaptation, and happens in 2 ways Assimilation- When new info/ experiences are understood and changes the existing schema Accommodation- If new info doesn’t fit the schema, the child must modify that schema or construct a new one.

LANGUAGE Language develops from social interactions – communication with surroundings Plays a central role in mental development tool of thought transmit information Language ability becomes internalized as thought Out-loud comments transformed into internal speech Internal speech to plan activities and strategies = aid development Language as an accelerator of thinking/understanding Since social transmission is so important – LANGUAGE is something children learn from parents/surroundings through social interaction Language then plays a central role in the mental / cogntive development of children The most important tool of thought The main means by which adults transmit information to children Children start out talking to themselves when problem-solving / working on a new task or skills – mimicking their parents’ explanations, and step-by-steps These out-loud comments are transformed into internal speech as the child's skill increases talk out loud when problem-solving / learning something new helps children guide themselves through tasks as children become more efficient and skilled, these out-loud comments transform to internalized thoughts

”What a child can do in cooperation today, THE ZONE OF PROXIMAL DEVELOPMENT (ZPD) Identify the tasks children cannot do alone, but can do with assistance CAN DO ALONE Co-construct knowledge through a process of guided participation CAN’T = What can’t be learnt yet – can’t learn a 1st grade 8th grade math CAN DO ALONE = What is known, can do unaided ZPD = Skills too difficult to master on his/her own, just beyond abilities, but can be done with guidance and encouragement from someone more knowledgeable, with SOCIAL SCAFFOLDING = Social interaction a MUST for development of the ZPD As a teacher / mentor your role is to identify the tasks children can fulfill in the ZPD, and then co-construct knowledge through a process of guided participation ZPD CAN’T DO YET ”What a child can do in cooperation today, he can do alone tomorrow” - Vygotsky

In short: Prompt development Model  Coach  Fade / Internalization SCAFFOLDING = guided participation make guided decisions, give directions, discuss and ask questions, encourage In short: Prompt development Decrease / Increase level of control in relation to failure / success Model  Coach  Fade / Internalization Another central term in Vygotskian thinking Very much related to the ZPD Guided participation – give directions + engage through prompts, questions, adjustment of tempo / difficulty level Model the skill – coach the child in how to perform the skill – fade as the child internalizes the skill Less and less directives as the child’s skill increases – child left more and more alone – until he can use the new skill alone, it is internalized Pushing the limits of the ’CAN’T DO’ circle Filling up the ’CAN DO’ circle with new skills

SCAFFOLDING IN USE As a teacher / parent: to identify ZPD + provide scaffolding within it to provide experiences and tasks within the child’s ZPD accompany by prompting, questioning, simplifications, adjustments Model performance while thinking out loud, give verbal instructions Guide and structure the task, connect to prior knowledge and skills, break down into sub-tasks In pair-work / group-work: cooperative learning, mixed-ability groups pair advanced learners with developing ones PAIR = tutor / apprentice relation – can also be done on a group level THEORIES IN USE IN TEACHING PROGRAMMES TODAY- among them the ‘Walker Learning Approach’ (Logo linked to website) based in Australia, aimed at children from preschool to year eight Play-based and personalized learning through social activities / social learning SLOGAN: ‘To know how to scaffold is to know how to teach’ ”To know how to scaffold is to know how to teach” – Kathy Walker, holistic ’Walker Learning Approach’

PRETEND PLAY STORY TIME ”In play a child always behaves beyond his average age, above his daily behavior. In play it is as though he were a head taller than himself” - Vygotsky Informal cooperative learning – in pairs or small groups Mimicking the language of adults in a range of situations Name, navigate, communicate Making sense of their world through speech STORY TIME If language learning is social – LITERACY EVENTS such as pretend play and story time are valuable resources Pretend play = developing a vocabulary that allows them to name and navigate and communicate in the world around them information from the external world is transformed and internalized through language the children take on different roles and language uses Story time = Model by reading aloud  Increasing participation by the child Internalization of the skill of reading Life-to-text / Text-to-life interaction means to link the text to the child’s life and experiences a range of other things (in addition to reading) are also taught – such as knowledge of grammar, language structure, narrative structure etc. Learning to read through scaffolding life-to-text / text-to-life interaction = make sense of the world knowledge of grammar, structure, narrative structure etc. Gradually moving ZPD as the child becomes an autonomous reader Making sense of their world through reading

SOURCES Barton, David. (1994). Literacy: An Introduction to the Ecology of Written Language. Geekie, P., Cambourne, B. and Fitzsimmons, P. (2004) Learning as Puzzle Solving. The Routledge Farmer Reader. London: Routledge Farmer. McLeod, S. A. (2007). Vygotsky - Simply Psychology.  http://www.simplypsychology.org/vygotsky.html Oswelt, Angela. Vygotsky's Social Developmental Emphasis. http://www.sevencounties.org/poc/view_doc.php?type=doc&id=37680&cn=1272 Play: The Work of Lev Vygotsky. http://www.childdevelopmentmedia.com/play-the-work-of-lev-vygotsky The Walker Learning Approach. http://walkerlearning.com.au/info