PSYC 3684 1st Edition Lecture 21Outline of Last Lecture I. Conservation and Lack of ConservationII. VygotskyOutline of Current Lecture III. Zone of Proximal DevelopmentIV. Vygotsky continuedV. Vygotsky and Elementary EducationCurrent LectureZone of Proximal Development (ZPD): the distance between a child's actual developmental level as determined by independent problem solving and his or her potential development as determined through problem solving through interactions- Size of ZPD can vary- Cognitive development is not static- You can be “pushed” deeper into your zone by being challengedo Example: if your zone is big you’ll get your PhD, if not, you won’t- Guided participation in the ZPD is how cognitive development proceedsApplication of Vygotsky’s Theory to Elementary Education:- Learning to read through guided participation in the zone of proximal development (Stone, 1993)o Teacher to childo Child to child Cooking example Children reading a recipe for cookies together and they see they need “flour” and at first don’t understand and are hesitant, then they realize flour does not only mean ‘flower’ and add it in to the cookie dough- They help teach each other- Child to child learningThese notes represent a detailed interpretation of the professor’s lecture. Grade Buddy is best Used as a supplement to your own notes, not as a substitute.Peer Collaboration and the ZPD: Tudge (1992):- Purpose: how does guided participation in the ZPD affect child knowledge when two children work together?Method:- Children ages 5-9- Individual pre-test- Conversation with a partner: three experimental conditions, target paired with the following:o More COMPETENT peer (a child who did BETTER than target child on pre-test)o Less competent peer (child who did worse than target child on pre-test)o Equally competent peer (child who did the same as the target child on the pre-test)- Then, after the conversations they are given an individual post- testResults:- Targets paired with more competent peers improved- Equal targets had no change (no improvement)- Targets with less competent partner regressed… **Conclusion:- Theoreticalo ZPD exists not only in advance, but all around, in the child Zone of Proximal Regression, too!- Practicalo Peer collaboration is not necessarily beneficial to all participants- Example:o As a teacher you need to be tuned in to what students are talking about or doing when they talk to each other/ work in groups. This is due to the fact that some students, who arewrong, can be influential and make students think differentlyApplication of Vygotskian Theory to Baby Media:- Method:- N = 72 infants, 12- 18 months-old- Four conditions:- Video-with-interaction (5/week x 4 weeks)- Video-with-no-interaction (same exposure- One group of parents is asked to watch it with their babies and the other group is asked not to watch it with them- Third group: parent-teaching (no videos at all) parents teach babies the words - Finally, a control condition- Parents and kids are given no agenda (no lesson to learn, no movie)- Pre and post test for word knowledge givenDeLoache et al. 2010 Continued:- Results:o Pretest: No difference between groupso Posttest: Parent-teaching group knew MORE words than other three groups Video groups did NOT differ from each other OR from the control group who didnothingInfant Vocabulary Learning in Context:- Infant vocabulary learning is best when interactive (Goldstein et al. 2010)o Screens can NOT accommodate children in their ZPDo In other words, videos or media will not help a child learn What will help a child learn, is a human being and human interaction- Responses are important great ways for children to learn lessons- Video deficit effect: up to 2 – 3 years, children learn less effectively from a screen than from a live person- American Academy of Pediatrics recommends NO TV or DVD for children under the age of 2!Comparing Piaget and Vygotsky on Understanding Childrens’ Drawing:- How do children develop pictorial realism= drawing something that looks like what it actually is- Piagetian perspective: sequence of stageso Stage 1 (1-2/3): Scribble Gibson and Yonas 1968: 2 year olds stop drawing when marker is out of ink; not just physical movement; interested in making marks on a page- (they aren’t just moving their arm around they are trying to put ink on thepage thoughtfully)o Substage A: (1-2): Gestural- (the child draws the “rabbit going hop hophop” by putting 3 waves and 3 dots representing hopping) Substage B: 2/3 – ¾ Notice and Label- They scribble and then they notice what it looks likeo (drawing a blur and realizing it looks like a fluffy cloud with raincoming down)o Stage 2: (3/4- 12 years old): Graphic Symbolization Understand that a line can be used to represent an edge Tadpole= human- Circle with two lines coming out the bottom to represent a human body (looks like a tadpole)- Set figure in scene, motion, greater realismo Stage 3: (12+): Learn the Western system for creating the illusion of three dimensional depthVygotsky’s Perspective:- Adults culturally organize drawings into meaningful representationso “What are you drawing?” “What is it?!”o Children will answer and focus on the PROCESS- “I am drawing a circle and I am making