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This study was to explore the central concepts of Vygotsky"s socio-cultural theory. These concepts includes the importance of social context, the socio-cultural construction of knowledge, the role of language in development, the internalization of higher mental function and ZPD(zone of proximal development), and interaction of learning and development. Based on these critical review, this study was also to seek for implications applicable to early childhood education practice: assessment and scaffolding for young children.
According to Vygotsky, the social context influences learning more than attitudes and beliefs, it has a significant influence on how and what we think. Also, social context plays a central role in development. Like Piaget, Vygotsky believed that children construct their own understandings, and cognitive construction is always socially mediated; it is influenced by present and past social interactions. One of the most important concepts of Vygotsky is ZPD. The ZPD is a way of conceptualizing the relationship between learning and development. The ZPD is the dynamic zone of sensitivity in which learning and cognitive development occur. The role of education is to provide children with experiences that are in their ZPDs-activities that challenge children but that can be accomplished with sensitive adult guidance.
Two educational implications were suggested: Portfolio assessment and scaffolding for young children. Vygotsky expressed dissatisfaction with traditional ability and achievement tests as valid measures of children"s "capacity to learn". In contrast to static assessment procedures, which emphasize previously acquired knowledge in terms of intelligence or achievement scores, portfolio assessment involves purposeful teaching within the testing situation. It attempts to distinguish a child"s apparent level of development, as might be measured by a standardized test, from the child"s potential level of development-the performance the child is capable of attaining with support. The difference between the tow is the child"s ZPD.
Another implication of Vygotsky"s theory proposed that the expert provide scaffolding whin the ZPD to enable the novice to perform at a higher level. With scaffolding the task itself is not changed, but what the learner initially does is made easier with assistance. Level of assistance would decrease as the learner takes more responsibility for performance of the task. Other educational implication and critiques of Vygotsky"s approach were also discussed.
To portfolio children"s learning may be one of the most valuables skills a teacher should develop. A teacher who has idea on how children learn and who can then help others to see the learning can contribute significantly to development of children. The typical assessment of children"s learning using standardized tests provides us with only limited information on the decision making of teachers. A good-quality portfolio assessment important roles in four major players-children, teachers, parents and curriculum(process of teachingㆍlearning) in children"s educational experience.
According to Vygotsky, the social context influences learning more than attitudes and beliefs, it has a significant influence on how and what we think. Also, social context plays a central role in development. Like Piaget, Vygotsky believed that children construct their own understandings, and cognitive construction is always socially mediated; it is influenced by present and past social interactions. One of the most important concepts of Vygotsky is ZPD. The ZPD is a way of conceptualizing the relationship between learning and development. The ZPD is the dynamic zone of sensitivity in which learning and cognitive development occur. The role of education is to provide children with experiences that are in their ZPDs-activities that challenge children but that can be accomplished with sensitive adult guidance.
Two educational implications were suggested: Portfolio assessment and scaffolding for young children. Vygotsky expressed dissatisfaction with traditional ability and achievement tests as valid measures of children"s "capacity to learn". In contrast to static assessment procedures, which emphasize previously acquired knowledge in terms of intelligence or achievement scores, portfolio assessment involves purposeful teaching within the testing situation. It attempts to distinguish a child"s apparent level of development, as might be measured by a standardized test, from the child"s potential level of development-the performance the child is capable of attaining with support. The difference between the tow is the child"s ZPD.
Another implication of Vygotsky"s theory proposed that the expert provide scaffolding whin the ZPD to enable the novice to perform at a higher level. With scaffolding the task itself is not changed, but what the learner initially does is made easier with assistance. Level of assistance would decrease as the learner takes more responsibility for performance of the task. Other educational implication and critiques of Vygotsky"s approach were also discussed.
To portfolio children"s learning may be one of the most valuables skills a teacher should develop. A teacher who has idea on how children learn and who can then help others to see the learning can contribute significantly to development of children. The typical assessment of children"s learning using standardized tests provides us with only limited information on the decision making of teachers. A good-quality portfolio assessment important roles in four major players-children, teachers, parents and curriculum(process of teachingㆍlearning) in children"s educational experience.
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