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--- learning_theories:social_development_theory [2013/12/10 15:33]
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+++ learning_theories:social_development_theory [2023/06/19 18:03]
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-====== Sociokulturalni model razvoja ======
-===== Općenito =====
-Teoriju socijalnog razvoja uobličio je dvadesetih godina dvadesetog stoljeća [[http://www.marxists.org/archive/vygotsky/|Lev Vygotsky]] te je ona po nekima postala temelj [[learning_paradigms:constructivism|socijalnog konstruktivizma]](([[http://ehlt.flinders.edu.au/education/iej/articles/v6n3/liu/paper.pdf|Liu, C. H, and R. Matthews. Vygotsky’s philosophy: Constructivism and its criticisms examined. International Education Journal 6, no. 3: 386–399. 2005.]]
-)). Ova teorija, ponekad nazivana //kulturno-povijesnom teorijom//, daje  **okvir za kognitivni razvoj** djece i iznosi da **ključna uloga u razvoju kognicije** leži u **socijalnim interakcijama**. Kao što je Vygotsky sam rekao:
-  * "//svaka se funkcija (događaj) u djetetovu kulturnom razvoju dogodi dva puta: prvi puta, na socijalnoj razini, i kasnije, na individualnoj razini; prvi puta između ljudi (interpsihički) i kasnije unutar djeteta (intrapsihički). Ovaj koncept može se primijeniti na voljnu pažnju, logičku memoriju i na stvaranje koncepata. Sve funkcije na višoj razini potječu od stvaranja veza između pojedinaca//"(([[http://books.google.com/books?id=RxjjUefze_oC|Vygotsky, L.S. Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 1978.]])).
-===== Što je teorija socijalnog učenja? =====
-Početne Vygotskove ideje pod utjecajem su [[http://www.ivanpavlov.com/|Ivana Pavlova]] i [[learning_paradigms:behaviorism|biheviorističkog učenja odgovora na podražaj]]. Te početne ideje kasnije su rezultirale njegovom teorijom socijalnog učenja. Ova teorija oslanja se na tri temeljne postavke (([[http://www.learning-theories.com/vygotskys-social-learning-theory.html|Social Development Theory (Vygotsky) at Learning Theories.]])):
-[[http://www.abacon.com/slavin/t14.html|{{  :images:vygotsky.gif?400x400|Vygotsky's theory of social development. Image borrowed from: http://www.abacon.com/slavin/t14.html. Click on the picture to follow the link.}}]]
-  * **Socijalna interakcija** - prema Vygotskom zajedno sa jezikom i socijalnim ulogama igra  **glavnu ulogu u procesu kognitivnog razvoja**. Suprotno kasnijoj [[hr:learning_theories:teoriji  kognitivnog razvoja po stupnjevima]] [[http://www.piaget.org/aboutPiaget.html|Jeana Piageta]], gdje razvoj prethodi učenju, Vygotsky je zauzeo stajalište da učenje prethodi razvoju. U njegovoj teoriji um nije predstavljen kao nezavisan od socijalnog i kulturalnog konteksta. Socijalna interakcija ovdje znači  da će kompetentan član nekog društva //eksterno// naučene procese //internalizirati// i njima podučiti manje kompetentne članove društva.
-  * **Posrednik u učenju** (PUU) - termin koji se odnosi na **osobu** (npr. učitelj ili instruktor) ili stroj koji u odnosu na učenika ima **više znanja i vještina u nekom zadatku**, procesu ili konceptu. Ta osoba može pomoći djetetu da nauči nove zadatke i koncepte, ali sve dok ti zadaci i koncepti ne nadilaze granicu približnog razvoja.
-  * **Područje približnog razvoja** (PPR) - termin koji opisuje //područje// **između** učenikove mogućnosti da **izvrši zadatak uz vodstvo** ili suradništvo i mogućnošću da ga **izvrši sam**. PPR je 'mjesto'  gdje se učenje događa. Motivacija (za ulaženje u PPR) leži u opažanju da će dijete često moći završiti uz pomoć ostalih one zadatke koje ne može završiti sam. **Područje približnog razvoja** je razlika  **između djetetovog sadašnjeg razvjnog nivoa i njegovog potencijalnog razvojnog nivoa**, gdje će njegov kognitivni razvoj doseći vrh kroz socijalne interakcije. Prema Vygotskom dvoje djece može biti na istom razvojnom nivou, ali kada jedno od njih dobiva primjereniju pomoć odraslih, ono će moći riješiti više problema nego ono drugo. Ova vrsta izvedbe (tj. izvedbe uz pomoć drugih) je prema Vygotskom mnogo važnija od izvedbe djeteta samog, kao i ona  mjerena testom inteligencije.
-Vygotsky je smatrao da su govor i pisanje alati razvijeni iz kulture kako bi posredovali ono što dolazi iz socijalne okoline. Ovi alati najprije pomažu djeci da iskažu svoje potrebe, a kasnije da razviju misaone vještine na višoj razini. Egocentrični govor(("//Egocentric speech is a form of speech that is observed typically in young children and involves them using speech without addressing anyone in particular. In the following article we shall learn more about egocentric speech and its many components.//" [[http://www.buzzle.com/articles/egocentric-speech.html|Source: Buzzle.com.]])) je, prema Vygotskom, prijelaz iz socijalnog govora u internalizirane misli.
-===== What is the practical meaning of social development theory? =====
-First implication of Vygotsky's theory comes from the emphasized **importance of social interaction**. In accordance with that, **interaction**, collaboration and peer instruction between learners should be **encouraged** during the educational process, since it will enhance learning. Teacher should also collaborate with the learners and help them construct meaning and he should also try to encourage externalization:
-  * "//the teacher, working with the school child on a given question, explains, informs, inquires, corrects, and forces the child himself to explain.//"(([[http://www.amazon.com/Collected-Works-L-S-Vygotsky-Psycholinguistics/dp/030642441X#reader_030642441X|Vygotsky, L. S. The collected works of L. S. Vygotsky: Vol. 1. Problems of general psychology (R. W. Rieber & A. S. Carton, Vol. Eds.; N. Minick, Trans.). New York: Plenum, 1987.]] (Originally written or published between 1929 and 1935) ))
-The teacher or any higher-level partner in the educational process should always be aware of the development level of his partner.
-Another effective form of teaching is **//scaffolding//** - providing learner with **help** when and as much **as needed**.
-===== Criticisms =====
-Criticisms of Vygotsky's theory usually emphasize that:
-  * it doesn't take into consideration **gender differences**,
-  * underestimates abilities and ignores role of an individual,
-  * does not address the issue of how outer world is brifget to internal mind,
-  * valuing performance children accomplish together may result in children **becoming lazy** and expecting help even when they can accomplish something on their own.(([[http://books.google.hr/books?id=T654lHlKwzIC|Santrock, John W. Child development. McGraw-Hill, 2003.]]))
-===== Keywords and most important names =====
-===== Bibliography =====
-[[http://www.scribd.com/doc/41760294/Educational-Psychology-a-Century-of-Contributions|Zimmerman, Barry J., and Dale H. Schunk. Educational psychology: a century of contributions. Routledge, 2003.]]
-[[http://www2.yk.psu.edu/~jlg18/506/PDF%20Files/learning%20theory/LevVygotsky.pdf|Riddle, E. M. Lev Vygotsky’s social development theory. 1999.]]
-[[http://www.learning-theories.com/vygotskys-social-learning-theory.html|Social Development Theory (Vygotsky) at Learning Theories.]] Retrieved April 11, 2011.
-[[http://www.scss.tcd.ie/disciplines/information_systems/crite/crite_web/lpr/teaching/constructivism.html|Logic, Programming, and Robotics
-for non-technical students. Constructivism: Constructivist Theory And Social Development Theory. Trinity College, Dublin.]] Retrieved March 22, 2011.
-[[http://tip.psychology.org/vygotsky.html|TIP: Theories. Social Development Theory  (L. Vygotsky).]] Retrieved March 22, 2011.
-===== Read more =====
-[[http://www.marxists.org/archive/vygotsky/works/crisis/|Vygotsky, L. S. The Historical Meaning of the Crisis in Psychology: A Methodological Investigation. Plenum Press, 1987.]]
-[[http://www.marxists.org/archive/vygotsky/works/words/|Vygotsky, L. S. Thinking and Speaking. The M.I.T. Press, 1962.]]
-[[http://books.google.hr/books?id=qEWTuYaELGsC|Newman, Denis, Peg Griffin, and Cole, Michael. The construction zone: working for cognitive change in school. Cambridge University Press, 1989.]]
-Jacobs, G. and Asokan N. Towards a Comprehensive Theory of Social Development. In: Human Choice, World Academy of Art & Science, USA, 1999.
-[[http://generative.edb.utexas.edu/classes/knl2008sum2/eweekly/vygotsky1978.pdf|Vygotsky, L.S. Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 1978.]]

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