Lev S.

Vygotskys Theory of Cognitive Development

By Kelly DAoust & Jennifer Tieche October 20, 2009

Guiding Question
How can differentiated instruction in inclusive secondary classrooms lead to increased cognitive development and learning?

Tenets of Vygotsky
1. 2. 3. Children Construct Knowledge Learning Leads Development Development & Social Context are Connected

Situating our Question within Vygotskys Theory

Social Dislocation Zone Proximal Development Dynamic Assessment

Social Dislocation
Vygotsky believed that education leads development, which is the result of social learning through the internalization of culture and social relationships.
Gindis 335

Social Dislocation
Primary Disability - biological factor Secondary Disability - social factor

A disability is a kind of social dislocation brought about by a relationship of the child to his environment. Although the disability itself is a biological fact, the educator is confronted not so much by biological facts as by their social consequences.
Vygotsky 1995

Inclusion based on positive differentiation Vygotsky 1995

Zone of Proximal Development

What a student can do alone versus what he/she can do with guidance Students reach their limits sooner when performing independently Students achievement is elevated when supported by teachers & more able peers

What children can do with the assistance of others might be in some sense even more indicative of their mental development than what they can do alone.
Vygotsky 1978

Only a truly differentiated learning environment can fully develop the higher psychological functions and overall personality of a child with a disability (Gindis 1999)

Dynamic Assessment
Ongoing in a differentiated classroom Informs our interventions Enable students to advance their Zone of Proximal Development

Implications
For Educators
Collaboration Planning Assessment Reporting

For Learners
Achievement Self-esteem Social implications

References
Gindis, B. (1999b). Vygotskys vision: Reshaping the practice of special education for the 21st century. Remedial and Special Education, 20, 333-340. Wertsch, J. V. (2008). From social interaction to higher psychological processes: A clarification and application of Vygotskys theory. Human Development, 51, 66-79. Zuckerman, G. (2007). Child-adult interaction that creates a zone of proximal development. Journal of Russian and East European Psychology, 45, 43-69.