learning_theories:social_development_theory
Differences
This shows you the differences between two versions of the page.
| Both sides previous revision Previous revision Next revision | Previous revision | ||
|
learning_theories:social_development_theory [2011/08/22 14:07] jpetrovic [General] |
learning_theories:social_development_theory [2023/06/19 18:03] (current) |
||
|---|---|---|---|
| Line 6: | Line 6: | ||
| )). This theory, sometimes also called //cultural-history theory// gives a **framework for cognitive development** in children and argues that the **key role in cognition development** lies in **social interactions**. In Vygotsky's own words, | )). This theory, sometimes also called //cultural-history theory// gives a **framework for cognitive development** in children and argues that the **key role in cognition development** lies in **social interactions**. In Vygotsky's own words, | ||
| - | * "//every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals//"((Vygotsky, L.S. Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 1978.)). | + | * "//every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals//"(([[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.]])). |
| ===== What is social development theory? ===== | ===== What is social development theory? ===== | ||
| - | Vygotsky's initial ideas on education and learning were influenced by [[http://www.ivanpavlov.com/|Ivan Pavlov]] and behaviorist stimulus-response learning, yet these ideas later changed resulting in his social development theory. theory addresses three main themes(([[http://www.learning-theories.com/vygotskys-social-learning-theory.html|Social Development Theory (Vygotsky) at Learning Theories.]])): | + | Vygotsky's initial ideas on education and learning were influenced by [[http://www.ivanpavlov.com/|Ivan Pavlov]] and [[learning_paradigms:behaviorism|behaviorist stimulus-response learning]], yet these ideas later changed resulting in his social development theory. This theory addresses three main themes(([[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.}}]] | [[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.}}]] | ||
| Line 39: | Line 39: | ||
| * underestimates abilities and ignores role of an individual, | * underestimates abilities and ignores role of an individual, | ||
| * does not address the issue of how outer world is brifget to internal mind, | * 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.((Santrock, John W. Child development. McGraw-Hill, 2003.)) | + | * 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 ===== | ===== Keywords and most important names ===== | ||
| Line 64: | Line 64: | ||
| [[http://www.marxists.org/archive/vygotsky/works/words/|Vygotsky, L. S. Thinking and Speaking. The M.I.T. Press, 1962.]] | [[http://www.marxists.org/archive/vygotsky/works/words/|Vygotsky, L. S. Thinking and Speaking. The M.I.T. Press, 1962.]] | ||
| - | Newman, Denis, Peg Griffin, and Cole, Michael. The construction zone: working for cognitive change in school. Cambridge University Press, 1989. | + | [[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. | Jacobs, G. and Asokan N. Towards a Comprehensive Theory of Social Development. In: Human Choice, World Academy of Art & Science, USA, 1999. | ||
| - | Vygotsky, L.S. Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 1978. | + | [[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.]] |
learning_theories/social_development_theory.1314014830.txt.gz ยท Last modified: 2023/06/19 17:49 (external edit)
Except where otherwise noted, content on this wiki is licensed under the following license: CC Attribution-Share Alike 4.0 International
