Vygotsky’s main topic was the Zone of Proximal Development (ZPD) which uses social interaction with each other helps move development forward. You can implement Vygotsky’s theory of cognitive development in classrooms. Utah Education Network have stated “it’s a waste of time to teach kids what they already know and what they cannot do even with assistance” (Utah Education Network, 2005). Teachers should be modelling, explaining and using practice in the classrooms. What I mean by modelling is whatever they want their students to do, students will be better to work through their tasks that have been assigned by the teachers. Vygotsky’s zone is useful for teachers, these levels indicate where the child is at and where the child will be going towards. The ZPD has many
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According to Vygotsky, for the curriculum to be developed appropriately the teacher must plan a lot of activities not just what the children are capable of doing on their own but also activities that they can learn with the help from the teachers (Karpov & Haywood, 1998).
His theory does not mean that anything can be taught to any child. Vygotsky said that only activities and instruction that fall within the zone, this will then promote development. For example, if a child who cannot identify sounds in a word even after many tries maybe the child does not benefit from instructions. Concepts that are very difficult and complex for the child does not have a positive outlook. The teachers can use this information and the two levels of Vygotsky’s Zone of Proximal Development by organizing the classroom activities. They can do this by instructions that can be planned to provide practice for the children, for example give hints. Also children should be in groups and activities can be
According to Vygotsky, for the curriculum to be developed appropriately the teacher must plan a lot of activities not just what the children are capable of doing on their own but also activities that they can learn with the help from the teachers (Karpov & Haywood, 1998).
His theory does not mean that anything can be taught to any child. Vygotsky said that only activities and instruction that fall within the zone, this will then promote development. For example, if a child who cannot identify sounds in a word even after many tries maybe the child does not benefit from instructions. Concepts that are very difficult and complex for the child does not have a positive outlook. The teachers can use this information and the two levels of Vygotsky’s Zone of Proximal Development by organizing the classroom activities. They can do this by instructions that can be planned to provide practice for the children, for example give hints. Also children should be in groups and activities can be