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Strengths and Limitations of Vygotsky's Theory

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Date created

Mar 14, 2020

Cards (22)

Section 1

(22 cards)

Strengths and Limitations of Vygotsky's Theory

Front

- Strengths: emphasizes environmental/cultural/social influences on the development of a child. New methods of assessing a child's cognitive abilities (scaffolding, guided participation, ZPD). - Limitations: theory is unspecific to age stages. Does not include how changes in physical and emotional capabilities influence cognitive development.

Back

Piaget's View of Children's Nature

Front

- Children develop actively: they are constructivists, and act like scientists. - Children learn important lessons on their own. - Children are intrinsically motivated to learn, do not require rewards.

Back

1.3 Secondary Circular Reactions

Front

4-8 months: becomes aware/interested in the world outside of own body, and repeats pleasurable actions that involve objects, e.g. shaking a rattle. Able to combine schemas to produce more complex behaviours. Show less egocentrism and a better understanding of object permanence without fully comprehending it.

Back

2. Preoperational Stage

Front

2-7 years: representation of experiences in language and memory, ability to know past from future, sophisticated concepts evolve, but lacks a well-organized system of mental activity. - Limitations: egocentrism (three-mountain-model), animism, centration, conservationism, reversibility. - 3-5 years: symbolic representation.

Back

Social Scaffolding

Front

A process in which more competent people provide a temporary framework for children to attain goals they otherwise could not. More explicit explanation than in guided participation.

Back

Vygotsky's Theory

Front

A sociocultural cognitive theory that emphasizes how culture and social interaction guide cognitive development. "Child as a social being, shaped by, and shaping, their cultural context."Each child has innate capabilities, however, interactions with more cognitively advanced people will lead them to higher-order capabilities.

Back

1. Sensorimotor Stage

Front

0-2 years: sensorimotor intelligence (evolves rudimentary concepts of the world through sensorimotor abilities), intelligence is limited to immediate perception, differentiating oneself from objects.

Back

The Zone of Proximal Development (ZPD)

Front

Vygotsky's concept of the difference between what a child can do alone vs. with the help of a teacher. - Focuses on the potential for intellectual growth.

Back

1.4 Coordination of Secondary Circular Reactions

Front

8-12 months: evolving means-end-coordination = combining schemas to attain goals - beginning of problem-solving. Understands object permanence, but still does A-not-B error.

Back

Sources of Continuity

Front

1. Assimilation: incorporating new information into existing schemas. 2. Accommodation: adapting existing schemas in response to new experiences. 3. Equilibration: balancing assimilation and accommodation to form a stable schema. - equilibrium, disequilibrium, stable equilibrium.

Back

Guided Participation

Front

The process by which people learn from others who guide their experiences and explorations. - Often occurs in situations with a practical goal. - Cultural tools/mediators are used to convey thoughts.

Back

1.2 Primary Circular Reactions

Front

1-4 months: repetition of actions, focused on own body, leading to pleasurable results, e.g. sucking on own thumb. Understand that objects may reappear, but not that they exist out of sight - lack object permanence.

Back

1.6 Mental Representation

Front

18-24 months: begins to think symbolically and solves problems mentally through mental representation and deferred imitation.

Back

Piaget's Theory

Front

Theory stating that children actively construct their understanding of the world and go through four stages of cognitive development. - 1. Sensorimotor stage. - 2. Preoperational stage. - 3. Concrete operational stage. - 4. Formal operational stage.

Back

Sources of Discontinuity

Front

1. Qualitative change: children base moral judgement on different criteria depending on the stage. 2. Broad applicability: thinking patterns of different stages affects topics and contexts. 3. Brief transitions: fluctuation between old and new thinking. 4. Invariant sequence: everyone passes sages in same order.

Back

3. Concrete Operational Stage

Front

7-12 years: able to apply logic to concrete objects/events, can solve conservation-problems. Abstract thinking is not entirely developed yet. Cannot think systematically and take all combinations of information into account (pendulum problem).

Back

4. Formal Operational Stage

Front

12+ years: logical and abstract thinking possible, as is as is deductive and hypothetical reasoning, e.g. can discuss philosophical issues. Own ideas of morality, justice, truth etc. are developed. Can now solve pendulum problem by testing each hypothesis systematically.

Back

1.1 Basic Reflex Activity

Front

0-1 months: develops more complex behavioural sequences by combining separate reflexes. Involuntary behaviours become voluntary, but is still limited to direct contact with the object.

Back

Elementary and Higher Mental Functions

Front

- Elementary mental functions: occur spontaneously/unconsciously and are strongly influenced by external factors, e.g. basic attention, perception, etc. - Higher mental functions: more intelligent functions, often achieved with help from adults, e.g. language.

Back

1.5 Tertiary Circular Reactions

Front

12-18 months: begins to explore environment and 'experiment', uses trial-and-error to determine object properties and to solve problems. Can now solve AB task, but struggles to focus on more than one object displacement. Cannot solve invisible displacement.

Back

Strengths and Limitations of Piaget's Theory

Front

- Strengths: integrates a broad spectrum of issues in the physical world into a single domain-general theory, which resulted in a great amount of research being done. - Limitations: information processing is not as consistent as Piaget thought. Infants and young children are more competent than he gives them credit for. Environmental/cultural/social influences are underestimated. Vague about how assimilation, accommodation, and equilibration works.

Back

Intersubjectivity

Front

The mutual understanding that people share during communication. - Joint attention is the core process of intersubjectivity.

Back