PSY 200 1st Edition Lecture 9Outline of Last Lecture I. Bronfenbrenner’s nontraditional approach to human development and the PPCT model II. Characteristics of Bronfenbrenner’s five environmental systems and examplesOutline of Current Lecture I. Vygotsky II. Sociocultural theoryIII. Culture and languageIV. Comparing theories of cognitive developmentCurrent LectureI. Vygotsky - Vygotsky(1896-1934) worked during the Russian revolution that led to the formation of the Soviet State in 1922. His primary interest was in the role of culture and social interaction in childdevelopment. He studied how children create meaning using dialogue, speech patterns, written language etc. common to their culture. He believed that learning happens through the social and cultural context. - Vygotsky’scontributions includes the zone of proximal development, the importance of cultural and societal influences in development and the link between language and cognition. His limitations were that the zone of proximal development is difficult to measure. He also ignored biological effects on development and he dismissed individuals influence on their own development. II. Sociocultural theory- He created the sociocultural theory which acknowledges biological factors such as inherited traits and the neurological “readiness”. Vygotsky believes that culture, language and interactions with others lead to the individual’s development. - The zone of proximal development is the distance between where the learner is alone and where they can be with help. Learning occurs within this zone. Children learn best when they work with a more knowledgeable other such as parents, teachers, mentors, or more advanced peers. More advanced learners provide the scaffolding to help novices complete tasks they would not be able to do on their own. Scaffolding is where an individual provides strong support, but lessens the support as the learner becomes more capable to do the task on their own. The zone of proximal development is constantly moving as learners master new tools/skills, it advances with the individual. - An example of the sociocultural theory can be found applied in schooling. Teachers share cultural tools with students when they work together to solve tasks. Teachers use scaffolding to These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.support learners so that learners can eventually use tools on their own. Learners internalize tools as higher mental functions. III. Culture and language- Children’s means of making sense of and interacting with their world is culturally determined through informal means and formal means. The informal means includes interactions with knowledgeable others such as parents, peers, etc. The formal means includes interactions with the school, teachers, etc. In Vygotsky’s sociocultural theory there are cultural tools. These cultural tools are objects or cognitive structures that help us to interpret and interact with our world. These tools explain the world to us so we can learn to think in ways consistent with the tools we have learned. We learn these tools through social interactions and they include spokenlanguage, written language, number systems, symbols, maps, books, computers, etc. - Vygotsky stated, “thought is not merely expressed in words; it comes into existence through them.” He explains that at first, thought and language are separate. For example, a baby cannot express their thoughts verbally. Then, thought and language merge which allows for high mentalfunctions such as, advanced cognitive processes, advanced learning and logical reasoning. Thereis also self-talk and inner speech. Self-talk is when an individual thinks aloud and performs direct behaviors. Inner speech is thinking using language through directing, planning and monitoring behavior. This is the development of self-regulation. Some other important factors of language is that it depends on culture but it is required for social interaction. Through challenges and struggles it leads the individual to further development. Children learn to overcome challenges from engaging in social activities with others. Social activity leads to cognitive development through internalization and appropriation. Internalization is the process of learning tools. Appropriation is using the tools in our own way for our specific needsIV. Comparing theories of cognitive development- Piaget believed that development is discontinuous and occurs through a series of steps. He also believed that physical maturation allows children to gain new ways to explore new mental processes. Lastly, he believed that knowledge is internally constructed.- Vygotsky differs in his views compared to Piaget. He believed that development is continuous and gradual, no series of stages. He also thought that exploration occurs within social interaction and allows children to become familiar with cultural mental processes. He also believed that knowledge is constructed socially, not internally. - They did same common beliefs in three areas. They both believed that experiences help shape development. They also believed that children learn about and make sense of their worlds. Lastly, they believed that learning is about accumulating and constructing