Exploring Gender and Learning |
Vygotsky's Theories
Lev Vygotsky is a psychologist who contributed crucial theories on cognitive development from the perspective of social and cultural factors. Vygotsky criticized Piaget’s theory by stating that they undervalued the role of instruction. Vygotsky focused on external, contextual factors such as society culture and history and stated that children are influenced by these factors as they grow up in their unique context. Vygotsky believed language and instruction were the two main components for cognitive development as ‘wiser’ adults could instruct children through the use of language and help them increase their knowledge of the world. From his beliefs, Vygotsky introduced the ideas of the three stages of language development, the zone of proximal development (ZPD) and scaffolding.
Stages of Language Development
Vygotsky proposed three stages of language development, which are as follows:
Vygotsky proposed three stages of language development, which are as follows:
Zone of Proximal Development (ZPD)
Vygotsky proposed the idea of children having a zone of proximal development based on the ideas presented by Bandura’s Social Learning Theory which states that children follow the examples set by adults, and are especially likely to follow the example set by an adult of the same gender. Vygotstky desgined the model for a zone of proximal development based on the idea that children follow examples set by adults and slowly develop the ability to independently perform a certain task. The model is pictured below:
Vygotsky proposed the idea of children having a zone of proximal development based on the ideas presented by Bandura’s Social Learning Theory which states that children follow the examples set by adults, and are especially likely to follow the example set by an adult of the same gender. Vygotstky desgined the model for a zone of proximal development based on the idea that children follow examples set by adults and slowly develop the ability to independently perform a certain task. The model is pictured below:
The middle circle represents knowledge that a child is comfortable and familiar with. This part of the circle is everything the child has already learned to the do independently. The outer most circle represents challenging tasks or concepts that the child is completely unfamiliar with, leading the child to display frustration is given the task to carry out an activity of this level. The zone between these two extremes is what Vygotsky classified as the ‘Zone of proximal development (ZPD).’ In their ZPD, children are challenged by new concepts at a level where they are above their comfort zone, but they can successfully learn new concepts with some assistance.
Scaffolding
Scaffolding is another technique applicable to classroom settings. The idea behind scaffolding is that a more intellectually advanced person, whether that be parents, teachers, peers or demonstrations, provides assistance to children to help them carry out challenging tasks. Through this assistance, the child is able to develop his or her cognitive ability and build on his or her existing knowledge. Scaffolding is closely related to helping children achieve their ZPD as the assistance helps them carry out more challenging tasks but keeps the children from getting frustrated. But as the more intellectually advanced person, the individual has to be mindful of the ZPD of the child and ensure that the level of ZPD is maintained for the child's learning and development.
Scaffolding is another technique applicable to classroom settings. The idea behind scaffolding is that a more intellectually advanced person, whether that be parents, teachers, peers or demonstrations, provides assistance to children to help them carry out challenging tasks. Through this assistance, the child is able to develop his or her cognitive ability and build on his or her existing knowledge. Scaffolding is closely related to helping children achieve their ZPD as the assistance helps them carry out more challenging tasks but keeps the children from getting frustrated. But as the more intellectually advanced person, the individual has to be mindful of the ZPD of the child and ensure that the level of ZPD is maintained for the child's learning and development.
Evaluation
Vygotsky emphasised the importance of children's inner speech on learning and cognitive development. This idea has been supported by many studies. One such study is Behrend et al. (1992) in which the researchers observed children as they performed certain tasks and focused on the amount of whispering and lip reading children did when performing the given task. Results showed that children with greater amounts of inner speech performed significantly better at the tasks.
Vygotsky's ideas have 'face validity.' A more knowledgeable other (usually parent) helps organise a child's disorganised thoughts through logical and systematic thinking. This helps the child develop cognitively.
Vygotsky focused on processes more than outcomes and processes are more difficult to test, resulting in a lack of empirical support for Vygotsky's theories.
Criticisms have also been made about the vagueness of Vygotsky's descriptions, especially those on 'social influence' and development.
Vygotsky emphasised the importance of children's inner speech on learning and cognitive development. This idea has been supported by many studies. One such study is Behrend et al. (1992) in which the researchers observed children as they performed certain tasks and focused on the amount of whispering and lip reading children did when performing the given task. Results showed that children with greater amounts of inner speech performed significantly better at the tasks.
Vygotsky's ideas have 'face validity.' A more knowledgeable other (usually parent) helps organise a child's disorganised thoughts through logical and systematic thinking. This helps the child develop cognitively.
Vygotsky focused on processes more than outcomes and processes are more difficult to test, resulting in a lack of empirical support for Vygotsky's theories.
Criticisms have also been made about the vagueness of Vygotsky's descriptions, especially those on 'social influence' and development.