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What is Vygotsky’s Social Constructivist Theory?
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Lev Vygotsky believed that when humans are born, they are automatically born with the capability to socialize. It is through these social interactions, that he states humans become transformed, begin to develop and continue on through the learning process. Although his work has been related back to Jean Piaget’s, Vygotsky differed in the fact that he stated that during a child’s development, everything occurred twice. For instance, the child makes contact with the social environment or on an interpersonal level. Then, on a more intrapersonal level, they make contact with themselves (Moll, Luis)
The first being on a social level, the second being on a more individual level. His theory supports a more discovery model of learning in which children learn through the process of doing. He stated that his students’ cognitive development would occur through social and cultural contexts in learning.
According to Vygotsky, cognitive development was the result of “mutual interaction” between children and those who would have the most amount of contact with them. For example, friends, family and classmates. Interacting with new material or “playing” with new information, was what lead students to higher level order thinking. However, Vygotsky stated that this “play” or interaction with new information had to be meaningful (Constructivism in Teacher Education).
What is the Zone of Proximal Development?
(Image from http://txedtruth.blogspot.com/2014/05/what-is- project-based-learning-and.html)Vygotsky’s Zone of Proximal Development is 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” (McLeod, Saul). In other words, ZPD is the difference between what a learner can do without help, and what they can do with help. Vygotsky believed that “when a child is in the ZPD for a particular task, providing the appropriate assistance will give the student the necessary ‘boost’ they need in order to achieve the task (McLeod, Saul). Although he never coined the term, this idea of providing students help or building them up academically to a task may also be referred to as “scaffolding.” In theory, a student with a larger ZPD would do much better in school and a teacher would be able to help their students reach their optimum goal. Although often criticized, Vygotsky made it a point to explain that “the process of engagement with another adult enabled them to refine their thinking or their performance to make it more effective, rather than the adult providing them with the answers” (Constructivism in Teacher Education).
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*Ultimately Vygotsky saw learning as a process that occurred best when done through social interactions.*
Criticisms of Vygotsky’s Theory and ZPD:
a. Some types of social interactions may actually hold development back.
b. There might be other reasons why people learn better in the presence of others (social facilitation)
c. Children often take months/years to master certain types of skill even with appropriate social support (learning another language)
“Active Learning” Relationship:
This theory relates to our group discussion on “active learning” from week one, because it defends the importance of interactions among students. Students working with new material in a meaningful way was something almost every mentioned in their description of “active learning.” We also stated that having students work in partners or groups (whether they be homogeneous or heterogeneous) allowed for better discussions and the ability to develop their comprehension of material as well.
How this theory supports the use of instructional technology:
1. Tools such as email or the internet allow students to talk with teachers, fellow classmates and professionals beyond the classroom. In addition, technology allows more available resources to be at the hands of students that can help them understand both their culture and the culture of others.
2. Using writing programs such as blogs provides students with an opportunity to collaborative write. Students may respond to each other’s writing.
3. Simulations or meaningful practice helps students learn in a “real world” context
Example of theory in a learning environment:
Zone of Proximal Development: This video clip serves as an introduction to Lee Vygotsky and his beliefs. His idea of the Zone of Proximal Development and Constructivism are discussed with the assistance of graphics. Also, an example of the Zone of Proximal Development is provided with regards to the classroom. As the clip explains, "Every student learns differently, but more importantly, every student can learn... they just need the help of a teacher."
ZPD in action: This video clip does a great job demonstrating Constructivism being implemented in the classroom. As you can see, the teacher interacts with the students and helps guide them through an activity. They provide the necessary scaffolding the student need in order to complete the exercise. The boy reading demonstrated confidence and a good reading ability when others were around him. A key component of the video is the seating arrangement. As the video explains, creating an environment that enhances children's learnings is key.
The final half of the video shows the teacher working with her students. With the teacher's help, the students were able to answer the questions better. The teacher does a great job guiding the students and asking them meaningful questions.
Additional Resources:
Learning and Adolescent Development
Proximal Development and the Analysis of Learning and Instructions
Works Cited:
"Constructivism in Teacher Education." Ericae.net. Eric ClearingHouse on Teaching, Dec. 2004. Web. 29 Sept. 2014.
Dixon-Krauss, L. (1996). Vygotsky in the classroom. Mediated literacy instruction and assessment. White Plains, NY: Longman Publishers.
Hogan, Diane, and Jonathan Tudge. "Implication for Vygotsky's Theory for Peer Learning." (n.d.): n. pag. Web. 30 Sept. 2014. <http://www.uncg.edu/hdf/facultystaff/Tudge/implications.pdf>.
McLeod, Saul. (2010). Zone of Proximal Development. Retrieved from http://www.simplypsychology.org/Zone-of-Proximal-Development.html
Moak, C. (n.d.). Zone of Proximal Development. Texas Education Truth. Blog Site. Retrieved October 5, 2014, from http://txedtruth.blogspot.com/2014/05/what-is-project-based-learning-and.html
Moll, Luis C. L.S. Vygotsky and Education. 1st ed. N.p.: Routledge, 2013. Print.
"Social Constructivist Theories." Social Constructivist Theories. http://viking.coe.uh.edu/~ichen/ebook/et-it/social.htm. Web. 30 Sept. 2014.
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