Infectious Diseases

Lev Vygotsky theory of child development is known as the socio-cultural perspective. He argued that children learn through social interactions with an adult or peers more experienced than them. Vygotsky socio-cultural perspective states that the way a child thinks when growing up improves when they work in their Zone of Proximal Development (ZPD). Zone of Proximal Development states that a child’s interaction with peers is an effective way of developing skills and strategies. Children are more likely to complete tasks by themselves if they are provided with help, guidance and the appropriate assistance; this will give them a boost to achieve tasks on their own. Zone of proximal Development is the difference in a child’s ability to do certain tasks with or without help from an adult. The Zone of Proximal Development defines skills and abilities that are in the process of developing.
Person or computer guiding and directing the child’s activity is known as the MORE KNOWLEDGEABLE (MKO). This theory is self-explanatory. The MKO is anyone who has a better understanding or a higher ability level than the learner. Peers, siblings, a computer or a younger person can be a MKO to children.
In order to make sure that this works for both parties involved the MKO must have more knowledge about the topic or task being taught than the learner does. Teachers or more capable peers can boost the student's capability through the zone of proximal development (ZPD). Engaging children in different activities at different times is essential. In the classroom situation the more advanced child can act as tutor and since he/she is of similar age they should have a good understanding of the tutees situation and should also be working in the same ZPD. The MKO has to be in control of the whole situation while teaching and be aware of the progress and achievement of the individual they are teaching. Tudge (1993) found that the best peer tutors are those who are significantly ahead of