Lev Vygotsky

Down through the years psychologists and individuals involved in direction pass water developed and investigated distinguish competent theories about how fryren learn. To understand how churlren receive and uptake in configurationation is of great value to provokes, teachers and indeed friendship in commonplace as the fryren of today are tomorrows adults and our society forget not develop if our children firenot learn effectively. In this essay I get out discuss the theories of Lev Vygotsky as I believe his work has become the ass for a lot of our modern day theories and concepts in regard to a childs cognitive discipline.Lev Vygotsky was born in Russia in 1896 during the Russian Revolution and his works only came to the attention of the western world when they were promulgated in 1962. Vygotsky died quite young and a lot of his research was rough-cut however his work was continued by his students and followers alike. Vygotskys theory of Socio- pagan or Social incr ease as it is also known was the building mob for the concepts and stratagies now used in our pre-schools and schools today. Unlike Piaget who believed that development preceeds acquirement, Vygotsky believed that to develop, a child must learn first.He rightly believed that the most effective eruditeness comes from a childs companionable interaction in society and the cultural they are reared in. Social factors and culture contri barelye to a childs cognitive development. Vygotsky believed that society gave a child various cultural tools which enabled learn, language being one of the most important. Language is the primary form of interaction and through language a child can pass a guidance thoughts, emotions, opinions and ideas and develop friendships.A childs aim of language skills can and most likely will effect all other aspects of their development both personally and academically. Through my research I enter that Vygotskys concept, the regularise of proximal developm ent, which is Vygotskys term for the range of lines too difficult for children to stamp down alone but which can be learned with the guidance and asistance of adults or more skilled chilren, is widely used today in learning institutions worldwide, its concept is used in most subjects and used very effectively with a broad spectrum of students, ranging from disadvantaged, special demand, and gifted students to adults.Within this concept Vygotsky talks about Scaffolding which basically means changing the level of aid as the student becomes more capable in a task or subject. Another concept which is interlinked with the above is The More Knowledgeable some other (MKO). The MKO refers to anyone who has a better understanding or a greater mightiness than the student, in respect to a particular task or concept.The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even computers. As I read and study these conc epts I can clearly see their incorporation into our education system today compared to when I was a child starting out in school forty years ago. Although systems where evolving gradually, at that place were very different opinions and methods in place regarding education.Lev VygotskyLev Vygotsky (November 17, 1896 June 11, 1394) was a Russian psychologist. Vygotsky was a pioneering psychologist and his major works span six separate volumes, written over roughly 10 years, from Psychology of Art (1925) to Thought and Language or thought and Speech (1934). Vygotskys interests in the fields of developmental psychology, child development, and education were extremely diverse. Vygotskys theories tense up the fundamental role of social interaction in the development of intelligence Vygotsky, 1978), as he believed strongly that community plays a central role in the travel of making meaning. He argued, learning is a infallible and universal aspect of the process of developing cult urally organized, specifically kind-hearted psychological function (Vygotsky 1978, p. 90). Vygotskys theory differs from Piaget in three different ways. 1. Social interaction plays a fundamental role in the process of cognitive development. In contrast to Jean Piagets understanding of child development, Vygotsky felt social learning precedes development. 2.The more knowledgeable other refers to anyone who has a better understanding or a higher Ability level than the learner, with respects to a particular task, process, or concept. MKOs Can be peers, a younger person, teachers, coaches, older adult, or even computers. 3. The zone of proximal development is the distance between a students susceptibility to perform a task under adult guidance and/or with peer collaboration. It is also the students ability to solve problems independently. fit to Vygotsky, humans use tools that develop from a culture, such as talking to and writing, to mediate their social environments.Initially chil dren develop these tools to serve solely as social functions, ways to communicate needs. Vygotsky believed that the internalization of these tools led to higher thinking skills. (http//www. learning-theories. com/vygotskys-social-learning-theory. html) In modern day terms, Vygotsky would be a facilitator. Teachers and students collaborate in learning and practing four key skills (summarize, question, clarify, and predict). Teaching and learning is a two way street. You have to be able to interact with the student.This simply means you have to know your student. Teachers have to know where their students are educationally to get them to move to the next level. Then we have to cater our teaching to meet the needs of the learners. I believe that a teacher must be able to relate to their student. For example, a teacher that had both parents that is wealthy. That teacher shouldnt waitress his/her students to behave as he/she did as a student at that age. You have to realize that there a re differences and make accommodations.A child from a wealthy home and a child from a single parent working class home cant be taught victimization the same method. The backgrounds are too different. References Vygotsky, L. S. (1962). Thought and Language. Cambridge MA MIT Press. Vygotsky, L. S. (1978). Mind in society The development of higher psychological processes. Cambridge, MA Harvard University Press. McLeod, S. A. (2007). Vygotsky Social Development Theory. Retrieved from http//www. simplypsychology. org/vygotsky. html http//www. learning-theories. com/vygotskys-social-learning-theory. html