KingdomofSaudiArabia

TheRoyalCommissionatYanbu
YanbuUniversityCollege
YanbuAlSinaiyahx

Perspectives on learning: the

cognitive approach
VygotskysSocialDevelopmentTheory
EDU 301 EDUCATIONAL PSYCHOLOGY
Dr. Hala Fawzi

Objectives
Vygotsky
The role of language
Language is the mother of all mental tools.
MKO
ZPD
Scaffolding
Intersubjectivity and semiotic mediation
Maturational Readiness
Bruner
Applications of the Vygotskys Social Development Theory on Teaching
& Learning
Differences between Piaget and Vygotsky

Vygotskys Social Development Theory

1896 - 1934

Work remained little known -banned by Stalin after Vygotskys death

Collapse of the Soviet Union meant greater dialogue between the West and
Russia

Vygotskys work translated into English

Vygotskys Basic Concepts

The major assumption of Vygotsky's theoretical framework

is that social interaction and culture play fundamental
roles in the development of cognition.
Thought is the result of language. In other words, social
interactions determines language use.

Knowledge: is handed from the experienced adults to

inexperienced.

Young child was seen as a learner. He adapts to the

environment by playing.

..sothesefunctionsare
transformedintonewandmore
sophisticatedmentalprocesses
highermentalfunctions

1. Language role is
crucial to cognitive
development.

will make thought, problem thinking possible.

( Humans (preverbal infants)

non-human
animals, apes)

Language ,
learned through
social
interaction

We are born with and governed by elementary mental

functions (attention, sensation, perception and memory )

(unlearned capacities)

2. Language
is the mother
of all
mental tools.

Speech

Signs

Mediated Activity

Writing

(Helpusdomentalwork.Sohe
calledthemmentaltools)

According to Vygotsky,
humans use tools that are
developed from a culture
(speech ,writing) to
mediate their social
environments.

Tools

(Helpusdophysicalwork)

As we internalize these tools we become smarter (i.e., we develop

highermentalfunctions).

higherorderthinkingskills)

3. MKO

The More Knowledgeable Other (MKO)

Learning is largely mediated by social interaction of students and
"More Knowledgeable Others"

Anyone who has a better understanding or a higher ability level than the
learner, with respect to a particular task, process, 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,
parents, experts, or even computers)

4. ZPD

Zone of Proximal Development (ZPD)

ZPD is the area where the child cannot solve a problem by

his/her own, but can do so with the help of MKO.

student can work

independently
The range of tasks that can be
easily mastered by the learner

What is
known

ZPD
ZPD

ZPD

student can work with the

assistance of an instructor
The range of tasks that are too
complex to be mastered alone,
but can be accomplished with
guidance and encouragement
from a more skillful partner

What is not
known

TasksIcannotdo
evenwithhelp

TasksIcando
onlywithhelp

ZPD
Learning guided by
MKO

TasksIcandoall
bymyself

ZPD in a sense, refers to the potential to learn,)

(intelligenceaccordingtoVygotsky,isthepotentialtolearn)

5.Scaffoldoing

Scaffolding

Vygotsky felt that individuals should be taught by using the

scaffolding process .

Scaffolding, which refers to the context provided by knowledgeable

people to help children to develop their cognitive skills.

An ExampleofScaffolding
Left to his own devices, could this boy make his sister a birthday cake?
His mother uses scaffolding to create a situation in which he can begin to move
into a zone of proximal development.

Anexampleofscaffoldingonmultiplicationisonyourbook.p18

An ExampleofScaffolding
An important aspect of scaffolding is that there is a gradual
withdrawal of support as the childs knowledge and
confidence increase.

So the child is being controlled or regulated by his mothers

instructions/language.

Vygotskys Basic Concepts

A child is a little scientist who, without help, invents knowledge for
himself/her self.. (Piaget)

Achildisalearner.(Vygotsky).
Developmentprecedeslearning

(Piaget)

Learningprecedesdevelopment

(Vygotsky)

Summarizing Vygotsky's in points

Vygotskys theory can be applied to all ages (not a stage theory) and
emphasised individual development.

Vygotskyemphasisedtheroleofcultureandexperience.

6.Intersubjectivity
andsemiotic
mediation
Intersubjectivityandsemioticmediation
(Jamieson(1994):ateachertriestoteachherstudentcertaintask.

To learn, the individual (student) must internalise the instructions of the

other (teacher) in order to self-regulate.
Forthislearningtotakeplace,theremustbeintersubjectivityand
semioticmediation.
Inter-subjectivity
Shared understanding

semiotic mediation

through..

The process to achieve this

understanding

Language
Language role is crucial to cognitive development.

Wewillstophere

KingdomofSaudiArabia
TheRoyalCommissionatYanbu
YanbuUniversityCollege
YanbuAlSinaiyahx

Bruner,Piaget,Vygotsky

Bruner
ExpandedVygotskysviewsaboutscaffolding
Language reflects and enhances learning, together with
transforming knowledge and experiences. Agrees and
Vygotsky
disagrees with.
Piaget
Languagelearnedinsocialinteractionultimatelymakes
thoughtandproblemsolvingpossible.Knowledgeisimparted
byMKO.Agreeswith
Vygotsky.
Individualsneedtoconstructtheirownunderstandingofthe
world.(Discoverylearning).p.14.Agreeswith
Piaget

Bruner

For Bruner, there are three modes necessary to adults

engaging in problem-solving activities. enactive
representation, iconic mode and the symbolic mode.

All these modes are necessary for an adult engaged in

problem solving activities.
You need to study:
1. Burners ideas of Modes of processing information.
P:12
2. Burners ideas of spiral curriculum. (develops and redevelops concepts at different ages with increasing
complexity. Page 17.

Do you remember maturational

readiness??

Maturational Readiness

According to Piaget
Children cannot learn a concept before they are ready.
You cannot speed up development.
Teaching a child a concept early prevents the child from
discovering it for themselves and thus limits
understanding.

7.Maturational
Readiness

Maturational Readiness

According to Vygotsky and Bruner

Assumes that at certain ages, individuals become
cognitively capable of learning certain concepts. Read the
example on page 13.
Yes, you can speed up (accelerate) cognitive
development.
If language forms thought , then new concepts can
enhance cognitive process.(subjectivity)

Maturational Readiness
Maturational Readiness
According to Piaget
Children learn a concept before they are ready.
You cannot speed up development.
Teaching a child a concept early prevents the child from discovering it
for themselves and thus limits understanding.

According to Vygotsky and Bruner

Yes, you can speed up cognitive development.
If language forms thought , then new concepts can enhance cognitive
process.(subjectivity)
Example on page 13: the teacher is talking about maturational
readiness.
**Read about Wood, Bruner and Ross (1976) study (p. 13) and link this
to how curriculum should be taught, learning styles and teaching.

Applications of the Vygotskys Social Development

Theory on Teaching & Learning

ZPD: puts emphasis on effective instruction as key to the learning

process. Instructions need to be targeted to the students Zone.

Scaffolding: Offer help when Ss is struggling. Withdraw when

succeeding.

Students play an active role in learning. Childrenareseen

asactiveparticipantsintheireducation

Roles of the teacher and student are therefore shifted,: a

teacher facilitates meaning construction in students.

Applications of the Vygotskys Social Development

Theory on Teaching & Learning

Teachers in Vygotskys classroom would favor guided

participation (read about Discovery Learning in your
book) in which they:
structure activities
provide helpful hints or instructions that suit students
abilities
monitor the learners progress
gradually turning over more of the mental activity to
their students
Promote cooperative learning exercises with the help
of MKO.

Differences between Piaget and Vygotsky

Language and Thought

For Piaget, language is a product of cognitive

development. In other words, cognitive development
determines language use .

Vygotsky believed that language develops from social

interactions, for communication purposes. Later language
ability becomes internalised as thought and inner speech.
Thought is the result of language. In other words, social
interactions determines language use.

Differences between Piaget and Vygotsky

Stage Theory

Piaget emphasised universal cognitive change.

Vygotskys theory can be applied to all ages (not a stage

theory) and emphasised individual development.

Discovery Learning (Education)

Piaget called for self-discovery: discovery learning with

little teacher intervention.

Vygotsky promoted guided discovery in the classroom

with the help of a MKO.

Differences between Piaget and Vygotsky

Knowledge?
The child?
The teacher?
The curriculum?

Take away points ..

1.

4.

7.

2.

5.

8.

3.

6.

9.