ده ‌ روونزانى گه ­ شه م. فیروز مروئی میلان تیوری گه ‌ شه ‌ کردنی ویگوتسكی 2 1

Vygotsky’s Theory Notion of ‘cultural curriculum’ (Rogoff, 1990) Different cultures emphasise different things e.g., Berland (1982) - conservation task with nomadic tribesmen > sensitive to even very small differences

Vygotsky’s Theory ZoPeD & Cultural influences ZoPeD = distance between children’s ‘actual development’ (i.e., independent problem solving) and “their potential development... under adult guidance or in collaboration with more capable peers” (Vygotsky, 1978, p. 86)

ZoPeD range of actual development range of proximal development Influence of cultural tools

Vygotsky’s Theory Culture can act as: guide (e.g., to what can be done) prompt (to do something) model (for what should be done) explanation (for why something is done) encouragement (to do something) Culture scaffolds development

Vygotsky’s Theory Scaffolding = context provided by adult or competent peer which helps children develop their cognitive skills (Wood, Bruner & Ross, 1976) (i.e., the idea that something can be supported until it is fixed in place)

Vygotsky’s Theory The role of language Piaget: Mind ≠ language Vygotsky: Mind ≈ language Language organizes perception: “Children solve practical tasks with the help of their speech, as well as with their eyes and hands” (ibid: p. 26)

Vygotsky’s Theory Unlike Piaget’s theory, understanding is viewed as a joint construction > child doesn’t have to be ‘ready’ for the next developmental ‘stage’ - development can be ‘led’ or initiated by the environment.

Vygotsky’s Theory On the intermental plane social interaction precedes development On the intramental plane the product of that interaction = internalized Internalized? Intersubjective understanding > childs ‘own’ subjective understanding.