CONSTRUCTIVIST APPROACH IN LEARNING (VYGOTSKY)

CONSTRUCTIVIST APPROACH IN LEARNING (VYGOTSKY)

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  PAPER-XIII(b) TEACHER EDUCATION INSTITUTIONS ANDFIELD WORK SANA FATIMA M.ED (SEM-III) GHULAM AHMED COLLEGE OF EDUCATION, BANJARA HILLS, HYD. OSMANIA UNIVERSITY
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  SUBJECT:PSYCHOLOGY OF CHILDHOOD ANDADOLESCENCE UNIT- 4 PERSPECTIVES ON LEARNING 4.4- CONSTRUCTIVIST APPROACH IN LEARNING (VYGOTSKY)
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  LEV VYGOTSKY •Lev Vygotskywas born in Russia in 1896. •He died at the young age of 37 from tuberculosis. •He was known as “Mozart of Psychology” •Lev Vygotsky developed a theory of cognitive development known as the Sociocultural Theory of Cognitive Development in the early twentieth century.
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  LEV VYGOTSKY’S CONSTRUCTIVIST THEORY The main assertion of the Vygotsky theory is that the cognitive development of children is advanced through social interaction with other people, particularly those who are more skilled. In other words, Vygotsky believed that social learning comes before cognitive development, and that children construct knowledge actively.
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  THE MAJOR PRINCIPLESOF HIS THEORY ARE: 1.Social Interaction 2.Zone of Proximal Development(ZPD) Scaffolding 3.More knowledgeable Other
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   Vygotsky placedmore emphasis on social contributions to the process of development. This theory suggests that social-interaction leads to continuous step-by-step changes in children’s thought and behavior that can vary greatly from culture to culture. The three cultural tools are: i)Imitative learning ii)Instructed learning iii)Collaborative learning.
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  2 .ZONE OFPROXIMAL DEVELOPMENT(ZPD):  Vygotsky is most recognized for his concept of Zone of Proximal Development (ZPD) pertaining to the learning process of children.  It relates to the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner.
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  SCAFFOLDING  Vygotsky’s conceptof scaffolding is closely related to the concept of the Zone of Proximal Development.  Scaffolding refers to the temporary support given to a child by a More Knowledgeable Other that enables the child to perform a task until such time that the child can perform this task independently.
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  3.MORE KNOWLEDGEABLE OTHER: A person with a better understanding and considerably higher or superior level of ability, skill or knowledge about a particular subject, task or process,than the person who is attempting to learn (also called the learner).  The MKO often comes in the person of a teacher, a superior at work, or a peer with more experience.There are instances when he could be someone younger, but with more cultivated knowledge and skill.In this digital age, the MKO may even be a computer or any intelligent machine.In the eyes of a child, adults are the MKO’s.
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  EDUCATIONAL IMPLICATIONS:  Vygotsky'szpd helps us realize that learners can achieve independence in classroom activities if given an appropriate amount of assistance.  Teachers should act as facilitators.  Learning is an experience based process of inquiring,discovering,exploring and doing.  Learning is achieved best through a socially interactive process.  Children construct their knowledge.
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  Evaluation  1.Lev Vygotsky’sConstructivist theory is also known as?  2.What are the major principles of Vygotsky’s theory?  3.What is ZPD?  4.Scaffolding is closely related to which aspect of vygotsky’s theory?