VygotskyVygotsky

Cultural Context

Social Interactions

LanguageCognitive

Development

Sociocultural theory of development: emphasizes the crucial influence that social interactions and language, embedded within a cultural context, have on cognitive development. Remember: the word “sociocultural” has two words in it: “social” and “cultural.” These are the important influences on development that Vygotsky identified.

Private speech: self-talk that guides thinking and action. Language is not only important in our social interactions, but it helps us to accomplish tasks. This is why most people talk to themselves.

Co-construction of cognitionCo-construction of cognition

Higher mental processes are co-Higher mental processes are co-constructed during shared activities constructed during shared activities between the child and another between the child and another person.person.

This means that a child and an older This means that a child and an older person (another child, a teacher, a person (another child, a teacher, a parent) work together to solve a parent) work together to solve a problem. During the process, they problem. During the process, they often talk and negotiate the solution.often talk and negotiate the solution.

Co-construction of cognitionCo-construction of cognition

This child is learning to walk with the help of a parent. The parent holds both hands so the child doesn’t have to focus on both balance and moving her feet.

As you might imagine, it takes a lot of brain power to walk. Children develop this skill with the help of other people. This is what Vygotsky is talking about with the idea of the co-construction of cognition.

Soon, this child will be able to walk and run by herself.

Co-construction of cognitionCo-construction of cognitionWhat are you

writing?I’m writing a

letter

In a conversation like this, the child can draw on the father’s experience to help her to construct her letter. The father can ask questions to make sure he is helping his daughter reach the goals she has set for herself. She may not be able to write the letter on her own, but through talking with her dad, she will be able to construct something satisfactory. At the same time, she is learning so she will be more able to write a letter by herself the next time.

Father’s knowledge of letters:Structure (date, salutation, body, etc.)Purpose (friendly, formal, etc.)Conventional spelling and grammar

Child’s knowledge of letters:Mom and dad write and receive letters.

Cultural toolsCultural tools

Higher order thinking is mediated Higher order thinking is mediated through material tools and language through material tools and language

MediationMediationWe speak language but

are spoken by it.

Jacques Lacan (French psychoanalyst)

This means that while we use language, the language we use limits our thoughts. If a language is not able to express a concept, we are not able to think that concept.

Users of Roman numerals had no concept of zero and were not able to think about or do mathematics we use in everyday life (multiplication and division of large numbers).English, which includes aspects of German, French, and Greek, is a rich language that can express many concepts—yet Greek has more ways of defining types of love than English.

Language and Cultural Language and Cultural DiversityDiversity

Every culture has the words it needs Every culture has the words it needs for its lifestyle.for its lifestyle.

But many words cannot be translated But many words cannot be translated into other cultures, because they do into other cultures, because they do not have corresponding words for not have corresponding words for these functions.these functions.

Language and cultural Language and cultural diversitydiversity

Western cultures organize color by the spectrum. We have many different names for colors (think: avocado, puce, burnt sienna, and remember the 64 crayolas).

But other cultures don’t organize colors in this way. They may think of two broad categories (warm and cold colors) or they may organize colors in relation to texture.

Language and cultural Language and cultural diversitydiversity

People who make their living on ice need lots of words to describe types of ice (various forms of safe and unsafe ice). These concepts are foreign to anyone who has lived in Florida all his or her life. Floridians don’t have the language available to think about ice.

Language and Private Language and Private SpeechSpeech

Let’s see… I need to click on this

link and then type in the name of the file I want…

You are not crazy if you talk to yourself. According to Vygotsky, this is an important way we learn.

Private speech:Children’s self-talk, which guides their thinking and actions. Eventually, these verbalizations are internalized as silent inner speech.

Vygotsky vs. Piaget on private Vygotsky vs. Piaget on private speechspeech

Piaget called children’s talking to themselves Piaget called children’s talking to themselves “egocentric speech.” It is evidence of their “egocentric speech.” It is evidence of their immaturity (inability to see another’s immaturity (inability to see another’s perspective).perspective).

Vygotsky sees private speech as a way of Vygotsky sees private speech as a way of children learning to regulate themselves. They children learning to regulate themselves. They are controlled initially by parents’ speech are controlled initially by parents’ speech (“NO!!”) and then they use that tactic to (“NO!!”) and then they use that tactic to control themselves.control themselves.

Eventually, the speech becomes silent inner Eventually, the speech becomes silent inner speech, mostly, although adults still talk to speech, mostly, although adults still talk to themselves when they are trying to solve a themselves when they are trying to solve a problem.problem.

Private speech in the Private speech in the classroomclassroom

I gotta go down, then

up, then down. There.

N.

S is like a sssssssnak

e.

Not only should you allow private speech in the classroom, but you can also model the type of private speech that is helpful for doing a task. This is called a “think aloud.” As a teacher, you demonstrate to students not only how to do something but the things you say to yourself as you are doing it.

Zone of Proximal DevelopmentZone of Proximal Development

The Known:What I can do by myself

The Unknown:What I cannot do at all

Zone of Proximal Development:What I can do with the help

of someone else.THE LEARNING SPACE

How to remember the words: A zone is an area. Proximal describes something that is next to something.

WHEN YOU TEACH—you will want to use activities that are in students’ ZPD. Activities in the area of the known are too easy and those in the area of the unknown are too hard.

A range of tasks that an individual cannot yet do alone but can accomplish when assisted by a more skilled partner.

The role of learning and The role of learning and developmentdevelopment

Piaget: development is the active Piaget: development is the active construction of knowledge and construction of knowledge and learning is the passive formation of learning is the passive formation of associations.associations.

Vygotsky: learning is an active Vygotsky: learning is an active process that does not have to wait process that does not have to wait for “readiness.” Learning is a tool in for “readiness.” Learning is a tool in development—it drives development.development—it drives development.

What???What???

PiagetDevelopment Learning

Piaget: development precedes learning. Development is creating the schemes through adaptation and accommodation while learning is creating the associations within the schemes..

What???, continuedWhat???, continued

VygotskySocial Individual

Vygotsky believed that development begins at the social level and moves towards individual internalization. Egocentric speech is seen as a transition between the child's learning language in a social communicative context, and attempting to internalize it as "private" or "inner speech" (i.e., thoughts). For Vygotsky, learning precedes development.

http://www.gse.buffalo.edu/fas/shuell/CEP564/Lectures/CogDev.htm

What???, continuedWhat???, continued

They both agree: development is driven by cognitive conflict—the inability to do something by oneself.

http://www.gse.buffalo.edu/fas/shuell/CEP564/Lectures/CogDev.htm

Limitations of Vygotsky’s Limitations of Vygotsky’s theorytheory

Maybe he went too far with the socio-Maybe he went too far with the socio-cultural part of his theorycultural part of his theory

Maybe people are “hardwired” for much of Maybe people are “hardwired” for much of what we learn early on—that we are not what we learn early on—that we are not always just learning from peers, teachers, always just learning from peers, teachers, or parents.or parents.

Vygotsky never got to explore the details Vygotsky never got to explore the details of his theory and much of the research of of his theory and much of the research of his students was repressed by the regime his students was repressed by the regime in Soviet Russia.in Soviet Russia.

Implications for teachers: Implications for teachers: PiagetPiaget

We need to understand and build on We need to understand and build on student thinking.student thinking.

Students need opportunities to Students need opportunities to construct their knowledge—to try construct their knowledge—to try things out for themselves.things out for themselves.

““Play is children’s work” Play is children’s work” (Montessori). Play helps children to (Montessori). Play helps children to develop their cognitive abilities.develop their cognitive abilities.

Implications for teachers: Implications for teachers: VygotskyVygotsky

Adults and peers are critical to the learning Adults and peers are critical to the learning process through scaffolding (support for process through scaffolding (support for learning and problem solving. The support learning and problem solving. The support could be clues, reminders, encouragement, could be clues, reminders, encouragement, breaking the problem down into steps, breaking the problem down into steps, proiding and example, or anything else that proiding and example, or anything else that allows the student to grow in independence allows the student to grow in independence as a learner).as a learner).

Assisted learning: providing strategic help in Assisted learning: providing strategic help in the initial stages of learning, gradually the initial stages of learning, gradually diminishing as students gain independence.diminishing as students gain independence.

Teaching in the Zone—not too hard, not too Teaching in the Zone—not too hard, not too easy, but JUST RIGHT.easy, but JUST RIGHT.

ScaffoldingScaffolding

Time

ActivityLevelFor a Task

Teacher

Child

As a child develops skills and confidence, he or she “takes over” the activity. The teacher does less and less.

Assistance that allows students to complete tasks they cannot complete independently.

Examples of scaffoldsExamples of scaffolds Modeling—students watch teacher do a task Modeling—students watch teacher do a task Think-alouds—teacher models helpful Think-alouds—teacher models helpful

thinking and strategies while accomplishing thinking and strategies while accomplishing a task (e.g., what to think while trying to a task (e.g., what to think while trying to read an unfamiliar word)read an unfamiliar word)

Adapting—use simplified version of Adapting—use simplified version of something something

Instructional materials—manipulatives help Instructional materials—manipulatives help students to learn mathstudents to learn math

Prompts and cues— “i before e except after Prompts and cues— “i before e except after c” or other ways of remembering c” or other ways of remembering information and processes.information and processes.

Examples of scaffoldsExamples of scaffolds Math: manipulatives, graphing calculatorsMath: manipulatives, graphing calculators Music: simplified notation, “ta and ti ti,” teacher Music: simplified notation, “ta and ti ti,” teacher

bows violin while student notes fingerboardbows violin while student notes fingerboard Reading: repetitive language books (child Reading: repetitive language books (child

memorizes repeated phrase and can “read” it); these memorizes repeated phrase and can “read” it); these reading guides are scaffolds for understanding and reading guides are scaffolds for understanding and applying difficult concepts in educational psychologyapplying difficult concepts in educational psychology

Writing: teacher helps student to form alphabet Writing: teacher helps student to form alphabet letters; teacher provides forms for poems until letters; teacher provides forms for poems until students feel more confident about developing their students feel more confident about developing their own poetic formsown poetic forms

Science: lab book guides students as they learn to Science: lab book guides students as they learn to write up experiments in scientific formwrite up experiments in scientific form

Funds of KnowledgeFunds of Knowledge There used to be an egocentrism about There used to be an egocentrism about

American schools: if a student came from American schools: if a student came from the dominant culture he or she was all the dominant culture he or she was all right. But if a student came from a non-right. But if a student came from a non-dominant culture, he or she had deficits dominant culture, he or she had deficits that had to be made up. These might be that had to be made up. These might be deficits of knowledge (e.g., coming from a deficits of knowledge (e.g., coming from a family that didn’t read meant learning how family that didn’t read meant learning how to use a book on the first day of school) or to use a book on the first day of school) or deficits in language (speaking a non-deficits in language (speaking a non-standard dialect) or deficits in behavior that standard dialect) or deficits in behavior that derives from cultural experiences.derives from cultural experiences.

Funds of KnowledgeFunds of Knowledge

People treat people with perceived People treat people with perceived deficits differently from the way they deficits differently from the way they treat people they perceive of as treat people they perceive of as “normal.” People with deficits are “normal.” People with deficits are thought of as people with “problems,” thought of as people with “problems,” people who need to change people who need to change something fundamental about something fundamental about themselves, people who are somehow themselves, people who are somehow “less than” the normal people.“less than” the normal people.

Funds of knowledgeFunds of knowledge

Yet all children who come to school Yet all children who come to school are blessed with “funds of are blessed with “funds of knowledge”—knowledge that families knowledge”—knowledge that families and community members have in and community members have in many areas of work, home, and many areas of work, home, and religious life that can be a basis for religious life that can be a basis for teaching.teaching.

For example…For example…

Children from non-dominant cultures Children from non-dominant cultures may have a language (a variant of may have a language (a variant of English or a foreign language) with a English or a foreign language) with a rich history and poetry. For example, rich history and poetry. For example, Appalachian English is not “bad” Appalachian English is not “bad” English—it’s a form of Elizabethan English—it’s a form of Elizabethan English (the language of English (the language of Shakespeare) that survived in the Shakespeare) that survived in the hills. hills.

Heritage language: the language spoken in a student’s home or by older members of the family. Students who “Americanize” or who strive to become part of the dominant culture can lose their heritage language and therefore their family history and culture.

Appalachian DialectAppalachian Dialect Features of Elizabethan English (the language used Features of Elizabethan English (the language used

around Shakespeare’s time) “I reckon” for “I think.” around Shakespeare’s time) “I reckon” for “I think.” “Ary” for “any.” “Ary” for “any.”

Drop unaccented first syllables, add “r” to final syllables Drop unaccented first syllables, add “r” to final syllables that end in –o. “Tobacco” becomes “backer,” “tomato” that end in –o. “Tobacco” becomes “backer,” “tomato” becomes “mater,” “potato” becomes “tater.” This is why becomes “mater,” “potato” becomes “tater.” This is why some of those phonics worksheets don’t work for children some of those phonics worksheets don’t work for children from Appalachia (“tomato” begins with an “m” sound, from Appalachia (“tomato” begins with an “m” sound, not a “t” sound. If you want a “t” sound, try “tater”).not a “t” sound. If you want a “t” sound, try “tater”).

Words ending in –a are pronounced to end in –y. Words ending in –a are pronounced to end in –y. “Martha” is pronounced “Marthy.” “Martha” is pronounced “Marthy.”

If a first syllable is typically unaccented but necessary, it If a first syllable is typically unaccented but necessary, it becomes accented: Ja- PAN becomes JA-pan, umBRELLa becomes accented: Ja- PAN becomes JA-pan, umBRELLa becomes UMbrella, hoTEL become HOtel, poLICE becomes UMbrella, hoTEL become HOtel, poLICE becomes POlice.becomes POlice.

““I don’t care to” means “I’d I don’t care to” means “I’d likelike to,” NOT “I’d rather not.” to,” NOT “I’d rather not.”

Advantages to Appalachian Advantages to Appalachian dialectdialect

““Rabbit in a log” in Rabbit in a log” in Appalachian Appalachian dialect:dialect:

There’s a rabbit in a There’s a rabbit in a log and I ain’t got log and I ain’t got no dogno dog

““Rabbit in a log” in Rabbit in a log” in “school” English“school” English

There’s a rabbit in a There’s a rabbit in a log and I don’t log and I don’t have any dog.have any dog.

Artistically speaking, Appalachian dialect is perfectly appropriate for important Appalachian art forms such as songs and story telling as well as for cultural events such as family interactions. Students should celebrate their dialectical backgrounds, learn how to translate home dialect into school dialect, and learn how to operate competently in both dialects. It is helpful to bring in examples of home dialects and to translate between dialects. It is also a good idea to talk about when certain dialects are appropriate.

For example…, continuedFor example…, continued

Children from non-dominant families may Children from non-dominant families may know important survival skills. If their know important survival skills. If their parents are in the construction business, parents are in the construction business, they may know a lot about tools and they may know a lot about tools and construction. If they don’t have a lot of construction. If they don’t have a lot of money, they may know a lot about how to money, they may know a lot about how to substitute one thing for another when substitute one thing for another when something has broken down. If their something has broken down. If their parents aren’t able to read, they may know parents aren’t able to read, they may know a lot about how to get necessary a lot about how to get necessary information without reading. information without reading.

Funds of KnowledgeFunds of Knowledge

The point of this idea is to start with The point of this idea is to start with students’ strengths and to bring the rest of students’ strengths and to bring the rest of their lives into the classroom as a means their lives into the classroom as a means of engaging them in classroom learning. of engaging them in classroom learning.

This means talking with students and their This means talking with students and their families and learning about what their families and learning about what their lives are like. It means looking for their lives are like. It means looking for their strengths rather than seeing them as a strengths rather than seeing them as a collection of weaknesses.collection of weaknesses.

VocabularyVocabulary

Adaptation

Accommodation

Assimilation

Centration

Classification

Concrete operational

stage

Conservation

Development

Egocentrism

Equilibrium

Formal operational

stage

Holophrases

Maturation

Nativist theory

Object permanenc

e

Organization

Over-generalization

Preoperational stage

Private speech

Reversability

Scaffolding

Schemes

Sensori-motor stage

Seriation

Shared understandin

g

Social experience

Sociocultural theory of developme

nt

Systematic reasoning

Transformation

Under-generalization

Zone of proximal

development

Physical development

Personal development

Social development

Cognitive development

Neurons

Synapses

Myelination Plasticity

Lateralization

DisequilibriumSemiotic function

Decentering

Collective monologue

Identity

CompensationAdolescent egocentrism

Neo-Piagetian theories

Co-constructed process

Cultural tools

Assisted learning

Funds of knowledge

Heritage language

Pragmatics

Syntax

Metalinguistic awareness