1. Theory of Cognitive Development
Vygotsky
Theory of Cognitive Development

2. Background Lev Vygotsky (1896-1934) Started as a lawyer
Contemporary of Piaget
Born in pre-revolutionary Russia
Research published in English after his death from Tuberculosis

3. Activity Laptops– group Powerpoint presentations
1.Theory-elementary/higher functions
2.Semiotics-role of language
3. ZPD
4. Evaluation – compare with Piaget
(+ table page 149)
Teacher print off

4. For info ..

5. Theory of Cognitive Development
Influence of Culture
Intellect consisted of elementary and higher
functions
Elementary = innate capabilities such as attention & sensation
Higher = decision making, comprehension of language
Culture = books, media, experts-transmitted through language

6. Vygotsky - Key points
Sociocultural theory. Considered learning as a social process and argued that much of our learning occurs through interactions with other people
Stressed the part played by adults and capable peers in childrens learning and development
Discussed the role of language and other cultural tools in learning

7. Theory of Cognitive Development
Influence of Culture
Limited development through experience but cultural experience needed to transform abilities to the higher level
Without cultural knowledge- no progress from elementary to higher functions
Support
Gredler (1992) supported this with an example of a counting system taught in Papua, New Guinea which limits the calculation of large numbers.

8. Process of Cultural Experience
Basic principles Piaget = development occurred through process of maturation (readiness) & disequilibrium Vygotsky = influence of others that drives development- Knowledge is socially constructed

9. Intro video

10. Process of Cultural Experience
Zone of Proximal Development ( ZPD )
Distance between child’s current and potential abilities
Instruction needed to guide child through zone
Instructor needs to be aware of learners current abilities to be able to assess time for ‘Zone movement’
Greatest teaching input needed at edge of Zone i.e. point at which child can still cope

11. ‘Scaffolding’ used
at key stages
Most important stage –
edge of zone

12. Activity 5 - see worksheet
Puzzle study

13. (McNaughton & Leyland, 1990)
ZPD
ZPD & Jigsaw Puzzles
(McNaughton & Leyland, 1990)
Children worked with mothers on solving progressively more difficult jigsaw puzzles
Researchers noted highest level of difficulty reached by the children
Week later children returned-unaided-to work on new puzzles
New level reached was lower for most children
Difference between two sessions enabled researchers to define child’s ZPD
Unaided performance = current ability
Aided performance = potential capability

14. ZPD
Researchers discovered three types of ‘scaffolding’, i.e. learning structures, given by mothers relating to task difficulty.
Below ZPD -Puzzles too easy - mothers kept child on task
Child’s current ZPD- mothers helped children solve puzzles for themselves
Beyond child’s ZPD- mothers emphasis on helping child to complete puzzle through instruction/shared meanings, taking child to higher level

15. Process of Cultural Experience
Semiotic Mediation
The process of cognitive development is
mediated by...
‘Semiotics’
“language and other cultural symbols”
These symbols act as a medium through which
knowledge is transmitted from others- i.e.
experts or ‘culture’- instructing the child
Must be a social process

16. Central concept ... “Relationship between language & thought”
The Role of Language
Central concept ... “Relationship between language & thought”
Stages in the Development of Language & Thought
Speech stage Age Function
Pre-intellectual social speech 0-3 Language serves a social function Thought is pre-linguistic.
Egocentric speech 3-7 Language used to control one’s Own behaviour & spoken aloud
Inner Speech 7+ Self-talk becomes silent. The child also uses speech for social purposes

17. The Role of Language - Main features -
Language & thought are seen as separate functions in children under 2 yrs
At aged 2 child begins to use external symbols or signs-such as language & other cultural tools-to assist in problem-solving
Before aged 7 child uses ‘egocentric speech’- i.e. speaking out loud when solving problems

18. The Role of Language
After aged 7 self-talk becomes silent (inner speech)
Inner dialogues are used as a means of self regulation-to control one’s cognitive processes
Throughout life language serves a dual purpose thought and social communication

19. Support
Berk (1994) reported that children do indeed use ‘inner speech’ especially when;
- faced with a difficult task
- working alone
- when no teacher available to help

20. Support
Berk & Gavin (1984) found that appalachian children’s inner speech developed at a slower pace than middle-class children’s.
Middle-class parents described as talking more to their children.
Inner speech therefore assumed to stem from social communication

21. Stages in the Development of Thinking
Wood et al (1976) Research study
Children given wooden blocks of varying height & shape
Each labelled with a nonsense symbol
e.g. ‘ZAT’ used to label tall & square blocks.
Child’s task was to work out what these labels meant
Vygotsky observed that children went through 4 stages
before achieving mature concepts
ZAT
Vygotsky therefore proposed stage theory based on this process of concept formation….

22. Stages in the Development of Thinking
Vygotsky’s stages of concept formation
Vague syncretic stage Largely trial & error without understanding
Complexes stage Some appropriate strategies are used but the
main attributes are not identified
3. Potential concept stage - One attribute only (e.g. tall) can be dealt with
at a time
Mature concept stage The child is able to deal with several attributes
simultaneously (e.g. tall & square)

23. Overall Evaluation
General lack of comparative research due to theory focusing on process of cognitive development rather than outcome - so harder to test
Limited negative criticism
However…

24. Overall Evaluation
Theory may overemphasise the importance of social factors and underestimate the role of biological & individual factors in cognitive development (CD)
If social influences alone were necessary for CD then learning would be much faster than it is
Positive use for theory with applications in education (more later)

25. Piaget vs Vygotsky Individual vs Social Construction
Piaget suggested that knowledge was created by the child themselves
Vygotsky suggested that knowledge was a collaborative, social process

26. Piaget vs Vygotsky Role of egocentric speech Piaget
Development proceeds from the individual to the social world
Egocentric speech occurs because the child is unable to share the perspective of another
As child grows older speech moves away from self to other-oriented-a sign that the perspective of others is being adopted

27. Piaget vs Vygotsky Vygotsky
Knowledge seen as collaborative, social process
Development moves from the social to the individual plane – where learning is internalised
Egocentric speech is the transition between social context & inner speech

28. Piaget vs Vygotsky
Development or learning, which comes first? - Piaget suggested that development preceeds learning. - Vygotsky suggests that learning comes first and this promotes development

29. Piaget vs Vygotsky Individual differences in learning
Both approaches reflect cultural & individual differences
Some learners may prefer more individually-directed learning whereas others benefit more from ‘expert’ guidance

30. Piaget vs Vygotsky Integration of both approaches Glassman (1999)
Piaget & Vygotsky should not be seen as
opposites-more that the two theories are remarkably similar at their central core
Piaget focused on the natural laws of intellectual development-whilst Vygotsky concentrated on social processes & culture
Combination of both approaches should be highly productive

31. Vygotsky video

32. Exam question
“Discuss one or more theories of cognitive development” marks
TIP..You will have 30 minutes with 8 marks for description, 16 for evaluation

33. Or...
Piaget 8

34. Essay plan Definition of Cognitive development
Introduction – Higher levels of thinking – social construction of learning compared with Piaget-Maturation/Readiness. ZPD-scaffolding – research to support this...
Research – McNaughton & Leyland “puzzle study” .. then ... Evaluate this ...then
Describe language research/theory...then Evaluate this
Describe ‘Blocks’ research (1987) – theory that came from this- describe stages...then ..
Evaluate it...
Conclusion – compare with Piaget