Lev Vygotsky Nov 17, 1896- June 11, 1934

Time Line Born Nov 17, 1896 – Orsha, Russian Empire 1913- Attended Moscow State University -Studied Law 1917- Began work in psychology 1926-1930- Worked on a research program investigating the development of higher cognitive functions 1925-1934- wrote six separate volumes on psychology topics with a concentration on child development and education 1934- Death 1962- Work made available to western world 1976 Brunner and Ross invented the term scaffolding- which has correlative meaning with ZPD

Social development theory Summary: Social Development Theory argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior. Requires the teacher and students to play untraditional roles as they collaborate with each other.  Learning becomes a reciprocal experience for the students and teacher.  The physical classroom would provide clustered desks or tables and  work space for peer instruction, collaboration, and small group instruction.  Thus the classroom becomes a community of learning.

MKO- More Knowledgeable Other The More Knowledgeable Other (MKO). The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even computers.

Zone of Proximal Development (ZPD) The ZPD is a time of learning for children. During this time of growth, the child can do parts of a task, but still require adult help. The adult (or more knowledgeable peer) scaffolds the new ideas for the child. When the task is scaffolded, the adult will show the child or model how the task is to be done. This helps show a child what they need to know. Once the child has become familiar with the task, they are capable of completing it on their own and the adult will then step back and let the child complete it independently.

ZPD- Zone of Proximal Development Kid learning to ride a bike www.youtube.com/watch?v=F025Y9mqHuA

How is this useful in the classroom? Find out what students already know. Relate new learning (if possible) to prior knowledge. Model new strategies for students. Provide small group work with the teacher to help students master the skill with guided practice. Give plenty of time for students to internalize the skill and practice correctly on their own.

Pretend Play Difficult for young children to separate thought from an object Pretend play helps children begin to think abstractly Imagination develops around age 3 Stems from a desire that cannot happen in a real activity

Pretend Play Children use pivots – an object that becomes a substitute for something else As children mature, pivots no longer needed Pivots have been internalized as imagination and abstract concepts Another benefit: helps children learn social rules and how to self-regulate behavior

Pretend Play- Teacher’s Role Allow time for meaningful play Make dramatic play equipment and toys accessible Be available to assist students, allowing children to be the leaders

Language Language starts as a tool external to the child used for social interaction. The child guides their behavior by using self-talk or "thinking out loud." Initially, self-talk is tool of social interaction. Vygotsky sees "private speech" as a means for children to plan activities and strategies and therefore aid their development. Language is therefore an accelerator to thinking/understanding Gradually, self-talk is used more for self-directed and self-regulating behavior. By school age speaking has been appropriated and internalized, self-talk is no longer present. Self-talk "develops along a rising not a declining, curve; it goes through an evolution, not an involution. In the end, it becomes inner speech" (Vygotsky, 1987, pg 57). Inner speech develops through its differentiation from social speech. Inner speech is not comparable in form to external speech. External speech is the process of turning thought into words. Inner speech is the opposite; it is the conversion of speech into inward thought.

References Blunden, A. (2008) . Encyclopedia Of Marxism . Retrieved from http://marxists.org/glossary/people/v/y.htm#vygotsky-lev Culatta, R. (2011). Instructional Design. Retrieved from http://www.instructionaldesign.org/theories/social-development.html Dziurla, R. (n.d.). Semiotics of play in view of the development of higher mental functions. Retrieved October 6, 2012 from http://webpages.charter.net/schmolze1/vygotsky/dziurla.html  Heffalump82. (2007, September 2). Pretend play. Retrieved from http://www.youtube.com/watch?v=r0SLnyespFo Learning Theories Knowledgebase (2012, October). at Learning-Theories.com. Retrieved October 7th, 2012 from http://www.learning-theories.com/   Lev Vygotsky. (n.d.). Retrieved October 6, 2012 from the Wikipedia: The Free Encyclopedia: http://en.wikipedia.org/wiki/Lev_Vygotsky   Reed, S. (2007). The importance of symbolic play as a component of the early childhood curriculum. Essays in Education, 19. Retrieved from http://www.usca.edu/essays/vol192007/reed.pdf Morrow, L. M. (2009). Literacy development in the early years: helping children read and write (6th ed.). Boston: Pearson.