Summary Of Vygotsky's Theory Of Cognitive Development
Vygotsky’s Theory of Cognitive Development Vygotsky emphasized the importance of social interaction …show more content…
Children learn when they interact with the environment. For instance, a child is given with tasks that are new and out of reach of their current ability. These tasks are the things that a child can almost do for themselves but still need help from others to accomplish. The ZPD must be assess by the adults or by a competent individual on a regular basis. For example, the adult should demonstrate solving a problem by using tools or strategies and observe whether the child can imitate the demonstration. Then the child will do the tasks by comprehending the importance of the tools used and the strategies applied. In other words, the learning occurs when a child observes and follow the peers with the skills or the teacher or their parents on the steps to determine the problem. As the child associate in the interactions and gathers mental strategies, her capacity increases, and the supervision is done, allowing the child to perform the …show more content…
It means changing the level of support to cater to the needs of the child with the intention of promoting deeper level of learning. Likewise, the interactions should be collaborative for it to be effective. Over the course of teaching, a skilled peer will adjust the time of guidance according to the child’s current level of knowledge. Then the support and guidance given by the expert is continuously decreasing as the learner or child becomes more proficient.
Vygotsky reiterate the importance of private speech on children. Zastrow and Kirst-Asham (2016) stated that “Vygotsky viewed private speech as an intermediate step toward self-regulation of cognitive skills “(p.143). It also means “thinking out loud” whereby children talking to themselves to guide them or regulate their behavior. Lastly, the inner speech progresses when the child gain greater skills and their conscious way of thinking is express by language.
Evaluation of Vygotsky’s