Sociocultural Learning Affects the Development of Children
Sociocultural Learning Affects the Development of Children
ECE 101
Professor Kara Bullock
Chakera Simon
October 12, 2010
Sociocultural Learning Affects the Development of Children
Lev Vygotsky believed that children learn from their own experience. As a teacher I have grown to learn that Vygotsky’s findings are true in so many ways. Just from watching the children in my classroom I see that the Zone of Proximal Development and Scaffolding play a huge part in the development of a child.
Lev Vygotsky has had increasing influence on the practices of early childhood professionals. (Morrison, 2009). The work of the Russian psychologist Lev Vygotsky provided the grounds for the use of sociocultural learning theory. Vygotsky emphasized the vibrant interdependence between the social and individual procedures in learning. Vygotsky's work emphasized 3 major themes. First, he opposed that cognitive development is rooted in social interactions and refereed by nonconcrete symbols, which he referred to as tools. Second, Vygotsky stated that these tools are not created in seclusion but rather are products of the sociocultural growth of an aggressively involved individual. Third, Vygotsky viewed learning as a developmental or genetic process. This overall innate law of cultural development stressed the importance of concentrating on the process by which higher functioning is established. Vygotsky is best known for being an educational psychologist with a sociocultural theory. The sociocultural theory suggests that social interaction leads to continuous step-by-step changes in the thoughts of children and their behavior that can vary from culture to culture. He believed that adults and more expert peers help children master culturally meaningful activities; the communication between them becomes part of children’s thinking. (Berk, 2008). Basically Vygotsky's theory recommends that development depends on interaction with people and the tools that the culture
ECE 101
Professor Kara Bullock
Chakera Simon
October 12, 2010
Sociocultural Learning Affects the Development of Children
Lev Vygotsky believed that children learn from their own experience. As a teacher I have grown to learn that Vygotsky’s findings are true in so many ways. Just from watching the children in my classroom I see that the Zone of Proximal Development and Scaffolding play a huge part in the development of a child.
Lev Vygotsky has had increasing influence on the practices of early childhood professionals. (Morrison, 2009). The work of the Russian psychologist Lev Vygotsky provided the grounds for the use of sociocultural learning theory. Vygotsky emphasized the vibrant interdependence between the social and individual procedures in learning. Vygotsky's work emphasized 3 major themes. First, he opposed that cognitive development is rooted in social interactions and refereed by nonconcrete symbols, which he referred to as tools. Second, Vygotsky stated that these tools are not created in seclusion but rather are products of the sociocultural growth of an aggressively involved individual. Third, Vygotsky viewed learning as a developmental or genetic process. This overall innate law of cultural development stressed the importance of concentrating on the process by which higher functioning is established. Vygotsky is best known for being an educational psychologist with a sociocultural theory. The sociocultural theory suggests that social interaction leads to continuous step-by-step changes in the thoughts of children and their behavior that can vary from culture to culture. He believed that adults and more expert peers help children master culturally meaningful activities; the communication between them becomes part of children’s thinking. (Berk, 2008). Basically Vygotsky's theory recommends that development depends on interaction with people and the tools that the culture
References: Berk, L. E. (2008). Infants and Children: Prenatal Through Mental Childhood. Boston: Pearson Education, Inc. Eliason, C., & Jenkins, L. (1999). A Pratical Guide to Early Childhood Curriculum. Upper Saddle River: Prentice-Hall, Inc. Morrison, G. S. (2009). Early Childhood Education Today. Upper Saddle River: Pearson Education, Inc.