1. Oklahoma State University EPSY 5213 Nicolette Edenburn Project for Week 7 Chapter 15, Week 12 Chapter 25, & Week 14 Chapter 34

2.  1896-1934, died at 37  Born in Western Russia  1917: Graduated with a law degree from Moscow State  1924: Attended Institute of Psychology in Moscow  Married and had two children

3.  Published 6 books in 10 years  Studied all areas of psychology  Stalin banned his works in favor of Piaget’s  Vygotsky’s works are still being translated from Russian  Vygotsky became renowned posthumously

5.  This theory developed from Vygotsky  An individual’s development is greatly impacted by the society they live in  Who influences a child?  Parents  Caregivers  Teachers  Peers  Culture of country, city, media, etc.  Cultural beliefs

6.  Two Levels of intertwined individual development:  Interpsychological  Social development  What is learned from surrounding people in child’s life  Higher level functions develop from here  Intrapsychological  Development from self  Attention, forming ideas, memory

7.  According to Alexander and Winne (2006), “[a]lthough the social environment provides models of performance and skill, the child must still internalize these skills and master them for himself.” (p. 786)

8.  Self-Reference  Occurs when children pick up on language nuances, like parts of speech  Also culture-based, when the child must understand where they fit in reference to the world and culture around them, which influences self-expression  Self-Expression  Helps with social development  Involves language and actions  Have gained enough language and cultural tools to express themselves

9. Large emphasis on competing with other countries in education However, sociocultural theory would imply changes in results due to different culture Also implies that development is largely responsible to home interactions, which would impact higher level functions

10.  Student sociocultural differences can impact testing, such as:  Access to technology  Social status  Curiosity  Work ethic  Motivation  Should teachers be held so accountable for high-stakes tests when many factors lie within the culture as a whole?

11.  Commonly called ZPD  Concept created by Vygotsky  Useful in education  Also referred to as scaffolding in education, though Vygotsky never used this term

12.  ZPD is a moving target  Refers to the area where learning is most optimal  ZPD is the range where learning can be done with assistance  Learning is neither too easy or too difficult, but learning takes place when peers or teachers assist

13.  Vygotsky encouraged peer tutoring—those who know the material assist those who do not  MKO—More Knowledgeable Other—Who student is paired with (teacher or student, most likely teacher) to help them learn the material  ZPD adjusts (goes higher) when a concept is learned

14.  According to Alexander and Winne (2006), “[c]ognitive development occurs as the child internalizes the skills modeled or jointly constructed in interaction with a more competent other. The child’s cogntive structures are reorganized, and in subsequent interactions, the child may externalize these reorganized cognitive structures by explaining her thinking or actions.” (p. 786)

15.  The Zone of Proximal Development is used in many education practices:  Differentiated Instruction  Scaffolding  Apprenticeship  Reciprocal Teaching  Peer Tutoring  Collaborative Learning

16.  Teachers may not instruct students how to properly peer tutor  The peers may not understand what level the person their tutoring is at, so they might not tutor effectively  If implemented poorly, tutors and tutees may feel embarrassed if they realize they are more or less intelligent on the topic than their peers Peers  Teachers may not realize exactly what level the student is at, so they may scaffold incorrectly  They may not adjust the lesson in a way that puts learning in the ZPD Teachers

18.  Vygotsky realized that some students face issues that would require remediation.  These issues include:  Low mental capacities  Poor health  Low motor skills  Behavior problems and social interaction issues  Physical impairments that impact speech and hearing

19.  Students need support in and out of school to help them despite the factors listed on the previous slide.  MKOs can be used to do the following:  Develop communication skills  Provide help to the parents on how to understand psychological issues  Work on development at the level they’re at  Assist in combating the negative emotional and behavioral traits  Give skills to improve behavior

20.  Vygotsky was a supporter of special education  Students need help where they are at  Vygotsky fought for change in education, especially those with physical impairments

21.  Vygotsky’s passion for special education was with impairments that impacted social development, i.e. impaired speech  Vygotsky advocated for Russian sign language in schools for the hearing impaired, so their development would not lag

22.  Vygotsky and Piaget both tried to explain patterns in cognition with children  Piaget was more widely accepted during his lifetime  Both believe that infants have built-in tools that can be used for learning  Both also believe that children take part in their learning and have it in their nature to be curious

23.  Students develop in stages, and then they learn  Universal development  Language development not really addressed  Focused on learning alone— discovery learning Piaget  Students learn based on their culture, and then they develop  Development varies by social context  Emphasis placed on language development  Focused on learning from others—Zone of Proximal Dev., MKO Vygotsky

25. “Pedagogy must be oriented not to the yesterday, but to the tomorrow of the child’s development. Only then can it call to life in the process of education those processes of development which now lie in the zone of proximal development.”

26.  Alexander, P.A., & Winne, P.H. (2006). Handbook of educational psychology. Mahwah, NJ: Lawrence Erlbaum Associates.  Cherry, K. (2013). What is sociocultural theory? About.com: Education: Psychology. Retrieved from http://psychology.about.com/od/developmentecourse/f/sociocultural- theory.htmhttp://psychology.about.com/od/developmentecourse/f/sociocultural- theory.htm  Cherry, K. (2013). What is the zone of proximal development? About.com: Education: Psychology. Retrieved from http://psychology.about.com/od/zindex/g/zone- proximal.htmhttp://psychology.about.com/od/zindex/g/zone- proximal.htm  Glozman, J.M. (2011). Remediation of learning disabled children following L.S. Vygotsky’s approach. Psychology in Russia: State of the Art. Retrieved from http://xn-- n1abc.xn--p1ai/periodicals/pdf/pinr/2011/16_2011_glozman.pdfhttp://xn-- n1abc.xn--p1ai/periodicals/pdf/pinr/2011/16_2011_glozman.pdf  Google. (2013). Images. Retrieved from www.images.google.comwww.images.google.com  Haines, R. (2009). Vygotsky, Lee Semenovich 1896-1934. Education.com. Retrieved from http://www.education.com/reference/article/vygotsky-lev-semenovich-1896-1934/ http://www.education.com/reference/article/vygotsky-lev-semenovich-1896-1934/  McLeod, S. (2007). Lev Vygotsky. Simply Psychology. Retrieved from http://www.simplypsychology.org/vygotsky.html http://www.simplypsychology.org/vygotsky.html  McLeod, S. (2012). Zone of proximal development. Simply Psychology. Retrieved from http://www.simplypsychology.org/Zone-of-Proximal-Development.html http://www.simplypsychology.org/Zone-of-Proximal-Development.html