Vygotsky And The We-Function Essay examples

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Vygotsky And The We-Function

The room is bare with the exception of the long, glass table, six wooden chairs, and a blackboard, but one hardly notices this fact. Instead, the first thing that outsiders notice is the energy in room created by the dynamic of the six women seated around the table. As they share ideas and frantically sketch diagrams on the board, the problem they are attacking is simplified again and again until it is solved. Amid pats on the back and "Good job!" comments, each woman thinks to herself how impossible the problem had seemed while she was alone, but now, in this group, the solution had come so quickly.
Over the past century, the idea of learning theory and society has become a prominent field in
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This theory focused upon the impact of social interactions between humans on improving cognitive development, much like the type described at the beginning of the paper. The eventual result is the development of consciousness through the internalization of the ideas learned through this socialization (3).

In his theory, Vygotsky begins by introducing the model of the zone of proximal development, which he discusses as, "the distance between the actual developmental level as determined by independent problem solving and the level of potential capable with peers. What children can do with the assistance of others is even more indicative of their mental development than what they can do alone (4)." The theory behind this statement is that those tasks that a child may perform with assistance today are the same tasks that the child will be able to perform individually in the future. This zone of cognitive development is particularly useful in childhood, according to Vygotsky, and the only way fully attain one's potential of proximal development is through social interaction in the form of peer collaboration or adult guidance (3).

The second significant principle of Vygotsky's theory flows naturally from this zone of proximal development. This idea emphasizes the importance of culture and language as tools by which cognitive development is facilitated (5). As he writes,

Culture creates special forms of

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