Vygotsky's Theory on Constructivism
Lev S. Vygotsky believed that culture is the principal determinant of cognitive progress. In Vgostsky's theory on constructivism, knowledge leads to further cognitive development. The societal configuration of intelligence states that the individual growth could not be comprehended without indication to the societal and cultural context where the aforementioned evolution is entrenched mind development is continuous.
Vygotsky focuses on the actual mechanism of the development. He excludes discernible stages of development as theories and assumptions. Vygotsky's theory on constructivism does not adhere to the idea that a single abstract principle is able to explain cognitive development. As a substitute to Piaget's constructivism, he argues that knowledge is internalization of social activity.
Mediation refers to people intentionally interject items between their environment and themselves, so that they are able to modify it and gain specific benefits. Mediation is the key propoent of Vygotsky's theory of constructivism. His theory offers a harmonizing viewpoint to the behaviorist view. Vygotsky's theory of constructivism supports that the use of mediators helps the human to alter their environment, and this is her way of interacting with the nature. Vygotsky's theory of constructivism also supports that the use of activity mediators provides a way in which people are able to interact with the nature. Mediation is also defined as the use of certain tools within socially organized activity. There were two phenomena which encompasses the mediated relationship of individuals to their environment. These are 1) Humans use language and physical signs to change social relations into psychological functions between their minds and their environment. The second thing was that higher intellectual progression will actually use symbolic mediation.
Zone of proximal development (ZDP) characterizes one of the biggest differences which can be found between Vygotsky's and Piaget's differing views of cognitive development. ZPD is defined as the rupture between a persons actual competence (on which level a student is able to independently solve problems), and their individual prospective development level (on which level the student could solve the problems assuming they were given guidance from teacher).
ZPD is founded upon the psychological functions which have yet to mature but nonetheless are in the process of maturing. The concept of ZPD as it functions within Vygotsky's theory of constructivism supports a depiction of academic advancement based on permanence. Learning is able to propel cognitive growth. The role of the teacher is one of a mediator for the child's cognitive development. In Vygotsky's theory of constructivism, learning, instruction and development are the only positive forms of instruction. These three lead the cognitive development. Teachers must use teacher resources, worksheets, lesson plans, and rubrics all in a combined attempt to aid the student's progress and measure said progress as the child continues to grow in their abilities to solve problems independently. Learning that is situated within the current developmental level is not desirable. More Knowledgeable Other (MKO) goes hand in hand with ZDP, although in a more remedial sense. The MKO is generally the teacher, or person of higher intellect and learning ability.
More On Vygotsky's Theory on Constructivism
- Beyond the Individual-Social Antimony in Discussions of Piaget and Vygotsky
- Historical and Contemporary Significance of Vygotsky's Sociohistorical Psychology
- Social Development Theory
- Thinking and Speaking