Vigotsky Teoria Sociocultural

Vigotsky teoria sociocultural Continue The sociocultural theory of Leo Vygotsky focuses on the importance of the social environment of the individual, as well as language and mutual cooperation for the acquisition and transfer of culture. Similarly, one of its most important precepts is the nearby area of development, understood as the distance between the actual level of development determined by the ability to solve a problem on its own and the level of potential development determined by adult guidance or in collaboration with a more capable partner. This concept is the basis for incorporating students with special educational needs in general settings. To better understand what the nearby area of development is, we share the following image: Leo Vygotsky and the field of development Of the basic ideas of the sociocultural theory of Leo Vygotsky Below, we share a summary with the main ideas of the sociocultural theory of Leo Vygotsky Knowledge - the process of interaction of the individual with the environment in which it unfolds. People are a social person. Cognitive potential depends on social interaction and the nearby area of development of the subject. The role of the teacher as an intermediary Is the importance of language as a tool for building learning. Recommended: Piaget and the four stages of cognitive development As we see in his theory Vygotsky indicates to us that a child cannot be considered as an isolated being from his sociocultural environment; in the face of this it is very important that we adapt these ideas to our teaching practice in order to make better use of their contributions to the benefit of student learning. Photo: Seven Bates How to apply Vygotsky's ideas in the classroom? Tips on applying Vygotsky's ideas in class: Let students be the protagonists of their own learning: Design activities you're not in front of the classroom all the time, i.e. ask more questions than answers. Always save previous knowledge by introducing a new theme: So, in addition to how you get an idea of what the child already knows, you will be able to make a connection between the topic and the cultural environment in which it unfolds, since the ideas it will give you will be from the experience of his or her surroundings. You may be interested: 10 strategies and techniques to save and mobilize previous knowledge Promoting collaboration: Form heterogeneous working groups by trying to make each of them an advanced student with the other that requires support. Encourages dialogue: Dialogue and discussion work directly in the neighboring development area, as through interaction an expert or more advanced students share their with his comrades. Encourage them to investigate: Monitoring teams and when in doubt, act as a guide, not as someone who knows everything, ask them the questions that lead them to find the answer for themselves. This creates interesting problems or situations: It is very important that the student is interested or must learn to participate in the class, if we want him to learn, for example, parts of the prescription, but he does not need or do not care about him, it will be very difficult to get his active participation. Include context in the class: The student will learn much easier if the expected content or learning is related to the cultural environment in which it is developed. Includes parents: It is very important to support another adult (someone from the same sociocultural environment as the student) other than the teacher to make progress in learning, to talk to them about how they can provide help to their children, so that their contribution is of great benefit. We hope you will find these tips helpful! Vigotsky is one of the great theorists of education of the last century. His contribution influenced our current models of education, and several concepts applied to pedagogy today were separated from his theories. Vigotsky's sociocultural theory aims to lay the groundwork for how learning is gradually built in the first years of life, and through the social context of the child. On this occasion we want to share with you a very specific but specific summary of the theory of the Vygot Vigotsky.La Sociocultural Theory draws attention to the active participation of minors with the environment around them, being cognitive development as a result of sharing the process with its social context. Lev Vigotsky (Russia, 1896-1934) argued that children gradually develop their learning through social interaction: they acquire new and better cognitive skills as a logical process of immersion in a routine and family lifestyle. Activities that are carried out in conjunction with others allow children to internalize the thoughts and behaviours of society around them by taking over them. According to the theory proposed by Vigotsky, the most advanced adults and companions of the klaana, play the role of support, guidance and organization of the child's education, in a step before he can master these facets as soon as he has mastered the behavioral and cognitive structures that each activity requires. As far as children are concerned, this guide is more effective in helping them and thus in crossing the proximal development zone (NPD), which we could understand as the gap between what able to do (training received) and what they still can't get on their own. For example, we can understand that a child who is in the DD to learn a specific task or action is close to autonomous execution, but it is not enough to integrate some keys into their thinking. However, with the support of larger clan members, they can easily execute the action learned. To the extent that the responsibility for cooperation, supervision and learning is covered, a child can make progress in learning and strengthening their new knowledge and learning. The metaphor of scaffolding, alluding to Vigotsky's own sociocultural theory, refers to the fact that the child is supported by the elderly during his training process to perform a specific task until he can do it for himself and without support. One of the researchers who is part of the theories developed by Leo Vigotsky, Gail Ross, practically studied the scaffolding process. After ingets for children between the ages of three and five, Ross used several resources. Through slow and dramatic presentations, she showed students that a particular task could be accomplished, and in turn, she controlled the process and was the focus. Thus, Dr. Ross became responsible for predicting everything that was to happen and providing the necessary tools for children. The way he presented these learning tools allowed children to understand how to solve and accomplish a problem for themselves, in a much more effective way than if they were told how to solve it. This is how Vygotsky's sociocultural theory points to a zone that exists between what people can understand when they are shown how to perform a particular action and what they can generate autonomously. Lev Vygotsky and Lev Semenovich Vygotsky Birth November 17, 1896 Orsha (Russian Empire) Death June 10, 1934 (37 years)Moscow (Soviet Union) Cause of death tuberculosis Burial of Novodevichy cemetery Russian and Soviet Citizenship Education in Moscow ,לײב װיגאָדסקי Personal Information Birth name MpgogodSk teacher, teacher, musician, musician, non-fiction writer, university professor and anthropology District of Psychology, Defectology, Pedology and Literature Science Employer L.G. Shukin Psychological InstituteSupist correctional pedagogy of the Academy of Russian EducationAcademy of Communist Education Krupskaya Doctoral students Alexey Leontiev and Alexander Luria (edited data on Wikidat) Lev Vygotsky (according to Cyrillic transliteration in Belarusian, Le no Vygotsk (November 17, 1896) was a Russian psychologist of Jewish origin, one of the most prominent theorists of the psychology of developmental psychology founder of historical and cultural psychology and a clear precursor of Soviet neuropsychology, the greatest indicator of which would be the Russian doctor Alexander Luria. Early death made him known as Mozart of Psychology (a characteristic created by Stephen Tulmin). The basic idea of his work is that human development can only be explained in terms of social interaction. Development is the internalization of cultural tools (such as language) that do not originally belong to us, but belong to the human group in which we were born, which transmits to us cultural products through social interaction. Therefore, culture plays a leading role in Vygotsky's theory: Individual development cannot be understood without reference to the social environment. where the child is included (Taj and Rogoff, 1989). The child uses a tool or signo to turn social relationships into psychological functions. The biography was born into a prosperous Jewish family near Vetebsk and was the second in a family of eight children. Before his first year, his family moved to Homel, where he grew up. As a teenager he was a fan of theatre and painting, and he decided to rewrite his surname Vygotsky rather than v'godski, which means benefit in Russian language as it was originally. At the age of 19, in 1915, he wrote an essay about Hamlet. His time at the university from 1913 to 1917 was not without experience: he entered medicine and only a month later moved to a law degree at Moscow State University. A year later he entered the Faculty of Philosophy and Writing of the People's University, the content of which fascinated him already as a high school student. Popular universities have been part of a network of liberal institutions in parallel with the oldest and most prestigious institutions associated with tsarism. At this university, for example, women and people of any religion were accepted. Then he returned to Homel, with a difficult longing to perform: teaching psychology Literature.

Load more