Vygotskys Constructivism

Introduction
Vygotsky contended that, unlike animals that react

only to the environment, humans have the capacity to alter the environme This adaptive capacity distinguishes humans from lower forms of lifent for their own purposes.

Basic Principles
One of Vygotskys central contributions to

psychological thought was his emphasis on socially meaningful activity as an important influence on human consc Vygotskys theory stresses the interaction of interpersonal (social), culturalhistorical, and individual factors as the key to human development iousness children transform their experiences based on their knowledge and characteristics and reorganize their mental structures.

 Of these three influences, the one that has received

the most attentionat least among Western researchers and practitionersis the interpersonal. Vygotsky considered the social environment critical for learning and thought that social interactions transformed learning experiences. Social activity is a phenomenon that helps explain changes in consciousness and establishes a psychological theory that unifies behavior and mind

 Cognitive change results from using cultural tools in

social interactions and from internal-izing and mentally transforming these interactions (Bruning et al., 2004). Vygotskys posintion is a form of dialectical (cognitive) constructivism because it emphasizes the interaction between persons and their environments. Mediation is the key mechanism in development and learning:

 All human psychological processes (higher mental

processes) are mediated by such psychological tools as language, signs, and symbols. Adults teach these tools to children in the course of their joint (collaborative) activity. After children internalize these tools they function as mediators of the childrens more advanced psychological processes.

Key points in Vygotskys theory.

Social interactions are critical; knowledge is constructed between two or more people. 2. Self-regulation is developed through internalization (developing an internal representation) of actions and mental operations that occur in social interactions. 3. Human development occurs through the cultural transmission of tools (language, symbols).
1.

Cont.
Language is the most critical tool. Language develops from social speech, to private speech, to covert (inner) speech. 5. The zone of proximal development (ZPD) is the difference between what children can do on their own and what they can do with assistance from others. Interactions with adults and peers in the ZPD promote cognitive development.
4.

Zone of Proximal Development

A key concept is the zone of proximal development (ZPD), defined as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers .

 In the ZPD, a teacher and learner (adult/child, tutor/tutee, model/observer, master/apprentice, expert/novice) work together on a task that the learner could not perform independently because of the difficulty level. The ZPD reflects the marxist idea of collective activity, in which those who know more or are more skilled share that knowledge and skill to accomplish a task with those who know less.

 The influence of the cultural-historical setting is seen

clearly in Vygotskys belief that schooling was important not because it was where children were scaffolded but, rather, because it allowed them to develop greater awareness of themselves, their language, and their role in the world order. Participating in the cultural world transforms mental functioning rather than simply accelerate processes that would have developed anyway.

 the ZPD refers to new forms of awareness that occur as

people interact with their societies social institutions. The culture affects the course of ones mental development.

Application
A common application involves the concept of

instructional scaffolding, which refers to the process of controlling task elements that are beyond the learners capabilities so that they can focus on and master those features of the task that they can grasp quickly To use an analogy of scaffolding employed in construction projects, instructional scaffolding has five major functions: provide support, function as a tool, extend the range of the learner, permit the attainment of tasks not otherwise possible, and use selectively only as needed.

Scaffolding
In a learning situation, a teacher initially might do

most of the work, after which the teacher and the learners share responsibility. As learners become more competent, the teacher gradually withdraws the scaffolding so learners can perform independently The key is to ensure that the scaffolding keeps learners in the ZPD, which is raised as they develop capabilities. Students are challenged to learn within the bounds of the ZPD.

 Example:
On the job, apprentices operate within a ZPD because

they often work on tasks beyond their capabilities. By working with experts, novices develop a shared understanding of important processes and integrate this with their current understandings. Apprenticeships represent a type of dialectical constructivism that depends heavily on social interactions.

Source
Schunk, D.H. 2012. Learning Theories an Educational

Perspective. Newyork: Pearson