Lev Vygotsky, a Russian psychologist, best knows for his social developmental theory that was first introduced around the 1920’s/ 30’s, around the same time that Jean Piaget was establishing his theory. His theory played a big role unrevealing the importance of social and cultural influences on children development. Unfortunately, Vygotsky died in 1934 at age 38, so he was not able to thoroughly complete his theory although he was able to lay the groundwork for it. Vygotsky was a constructivist himself, meaning he believed that learners constantly constructed their knowledge or created their own subjective views of objective reality. However, he believed that social interaction and culture influenced the knowledge that learners constantly
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He believed that when a task became too difficult for a child or adolescent to master, with the assistance and guidance of an adult or more skilled-full individual it could be achieved, he called this concept zone of proximal development (ZPD). This concept is really acknowledgeable because it differentiates what a child can achieved individually and what a child can achieve with the assistance of a skilled-full individual. Vygotsky labeled the ZPD with an upper and lower limit. The upper limit displays the increase amount of capacity that the child can take with the assistance of a skilled individual and the lower limit presents the individuals standpoint when conducting something alone. An example of this concept can be when a child fine themselves struggling on a math homework, they might have only retained half the information in class because they didn’t understand the other half, so they are able to do some of the homework but not all, but with the help of their parents or teacher they will be able to complete the assignment due to the assistance that was presented to them to better understand the concept they did not understand. Since light has been shed on what a children can accomplish with and without an assistant, the concept itself has been very influential in the field of education; enhancing and creating new strategies that will help children learn better. Through this concept, Vygotsky saw teachers as guides and facilitators instead of directors and programmed individuals to teach only a certain
He believed that when a task became too difficult for a child or adolescent to master, with the assistance and guidance of an adult or more skilled-full individual it could be achieved, he called this concept zone of proximal development (ZPD). This concept is really acknowledgeable because it differentiates what a child can achieved individually and what a child can achieve with the assistance of a skilled-full individual. Vygotsky labeled the ZPD with an upper and lower limit. The upper limit displays the increase amount of capacity that the child can take with the assistance of a skilled individual and the lower limit presents the individuals standpoint when conducting something alone. An example of this concept can be when a child fine themselves struggling on a math homework, they might have only retained half the information in class because they didn’t understand the other half, so they are able to do some of the homework but not all, but with the help of their parents or teacher they will be able to complete the assignment due to the assistance that was presented to them to better understand the concept they did not understand. Since light has been shed on what a children can accomplish with and without an assistant, the concept itself has been very influential in the field of education; enhancing and creating new strategies that will help children learn better. Through this concept, Vygotsky saw teachers as guides and facilitators instead of directors and programmed individuals to teach only a certain