Theorist Research Paper

Vygotsky's theory of social development is based on the concept that social learning precedes development (McLeod, n.d). Children transition from one stage to another as a result of social interactions. The theory places emphasis on culture, social factors and the role of language on cognitive development (McLeod, n.d). Cognitive development is affected by the beliefs, values and types of intellectual stimulation a person experiences as a result of the individual's culture. Cognitive skills and thinking patterns are the effects of activities practiced and social patterns to which one is exposed. Vygotsky believed that children are born with the basic abilities needed for intellectual development (McLeod, n.d). Through interaction with others the abilities are developed into more sophisticated and effective mental processes. Language is crucial to the development of one's thought process, because thoughts are displayed through words.

Vygotsky believed that the curiosity of young children along with discovery and being actively involved in their own learning supports his theory of social development. According to Vygotsky children learn through social interaction with a skillful tutor (McLeod, n.d). A parent or teacher often serves in the role of the tutor. The child notices the verbal instructions as well as the behaviors displayed. The child seeks to understand what is taking place. The information is then internalized and used it to guide behaviors (McLeod).

"Shaffer gives the example of a young girl who is given her first jigsaw. Alone, she performs poorly in attempting to solve the puzzle. The father then sits with her and describes or demonstrates some basic strategies, such as finding all the comer/edge pieces and provides a couple of pieces for the child to put together herself and offers encouragement when she does so. As the child becomes more competent, the father allows the child to work more independently. According to Vygotsky, this type of social interaction involving co-operative or collaborative dialogue promotes cognitive development (McLeod)."Vygotsky believed that activities such as the aforementioned promote cognitive development.

One may gain a better understanding of the social learning theory by reviewing the More Knowledgeable Other (MKO) and Zone of Proximal Development (ZPD) concepts. The MKO is someone who has more knowledge than the learner (McLeod). This person is often thought to be a teacher or older adult; however, it can be a child's peer or an adult's child who has more knowledge or experience in a particular area. The MKO can also be a computer. The only requirement to be considered a MKO is that the person or machine has more knowledge in the particular area or task being learned than the learner.

The ZPD relates to the difference between what a child can learn on their own with what a child can learn with the assistance of a skillful partner (McLeod).In layman's terms the ZPD refers to what a child can learn on their own versus what they can learn from the MKO. Children can attain higher levels of thinking if they are guided by a MKO. "Vygotsky sees the Zone of Proximal Development as the area where the most sensitive instruction or guidance should be given - allowing the child to develop skills they will then use on their own - developing higher mental functions (McLeod)."Interaction with peers is an effective way of gaining knowledge and skills. Teachers who use collaborative activities where less competent children are paired with their more skillful peers have more success in the classroom than those who do not (McLeod,). A teacher's role in the ZPD is to assist the child through the current zone and move them into the next phase (Rains, Kelly, & Durham, 2008).

The Social Development theory suggests that cognitive development is limited to a certain range at any given age (Dahm, Geonnotti, & Schilk, 2007). This principle should be considered when designing curriculum. A properly developed curriculum should identify the milestones, goals and objectives a child should achieve. The curriculum should also consider how the child will be assessed. Vygotsky's theory suggests that when assessing a child individually the child may perform at one mental level, but when assessing a child using social interaction the child may perform at a higher level. Knowing the child's mental age, ZPD and how the child will be assessed is helpful when designing the curriculum. One would design a curriculum based on grade levels if the ZPD is being used as a basis. The ZPD acknowledges that chronological age is not an indicator of potential. Educators must also be aware that a child's chronological age is not an indication of their mental age or ZPD.

The evidence suggests that children learn differently and at different rates. The ZPD is different for all children. As a result teachers and children can benefit by assessing a child learning by using methods other then standardized testing. Portfolios and projects can allow teachers to see a child's ZPD. Standardized testing places children in a box and does not allow teachers to see a child's complete range. In addition teacher can use informal assessments such as question and answer sessions. Studies a paper and pencil test does not provide and adequate analysis of a child's capabilities.

The Individuals With Disabilities Education Act (IDEA) helped push the movement toward inclusion for children with disabilities. The law mandates that all children have the right to free and appropriate education with as much assess to the general education curriculum as possible and with the least restrictive environment as possible. Vygotsky's social learning theory states that social interactions are essential to a child's social development. A child disability is socially constructed. Many children are not aware of a disability until it is pointed out or until they are isolated as a result of the disability. The disabilities' influence on the child's ability to engage in social interactions further impacts the child's development. The social consequences of the disability have more impact on the child than the disability itself. The inclusion program allows children with disabilities to be educated in a mainstream classroom where the child benefits from the social interaction with peers.

Vygotsky's theory is more accepted my educators who support a more natural and less structured curriculum. Curriculums such as those supported by Montessori schools are based on ZPD. The theory allows teachers to see a child's learning potential, not just what skills are present. Educators have acknowledged that each child has different learning abilities and as a result most schools support differentiation in the classroom. Differentiation is an educator's term for ZPD. A teacher who differentiates in the classroom designs a plan for a child based on the skills the child currently possesses and the child's learning potential (ZPD).

Development is independent of learning. Development can be furthered by effective instruction. The theory supports guided learning and modeling. The concept is what a child can do today with assistance; they can do on their own tomorrow. With consistent and effective guidance children will be able to repeat the skill in the future proficiently on their own. An instructor's goal should be to assess a child's skill level and to determine how to help to child progress to their potential level. Instructors must create lessons that focus on what the child has the potential to learn, create context, involve modeling and allow the child to interact with a MKO.

Technology is being used more often in the 21^st century classrooms. Computer programs that can assist children in reaching their ZPD full potential are becoming the norm in classrooms. Computer programs that test a child's ability to problem solve and offer direction can help children reach their full potential. The computer would serve as the MKO. Computer programs that use virtual manipulatives that are interactive are also being used in the classroom. Teachers must be sure to reflect on what is being represented by the maniplitives. The computer's ability to socialize with a child is limited therefore; another MKO would have to provide the social component that is needed for a child to reach the ZPD.

Most 21^st century schools support using group activities to assist in a child's learning. Once a teacher is aware of the child's ZPD the child can be grouped accordingly to benefit all children involved. Each group would have a MKO. The MKO could re-enforce their learning by modeling. Children who are participating can learn by seeing the concept modeled. This type of grouping supports assimilation, imitation and collaboration.

Vygotsky's Social learning theory is evident in the phrase "What we were first able to do with others we are eventually able to do by ourselves." The ZPD reminds teachers that a child's inability to master a task maybe a result of child's stage of development. Children build knowledge from grasping prior concepts. Due to the aforementioned teachers must create plans and activities to meet each child's individual needs. Goals must be set by reviewing each child's current skill level and finding the child's ZPD. Children are exposed to different social relationships and as a result their ZPDs are different. Instructional methods that acknowledge and embrace the idea that ZPD are different improve child achievement.
References

Dahm, M. K., Geonnotti, D. P., & Schilk, J. N. (2007). The educational theory of Lev Vygotsky: An analysis. New Foundations.

McLeod, S.A. (2007) Simply Psychology [On-line] UK: Available: http://www.simplypsychology.pwp.blueyonder.co.uk/ Accessed:

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September 11, 2009.

Rains, J. R., Kelly, C. A., & Durham, R. L. (2008). The evolution of the importance of multi-sensory teaching techniques in elementary mathmatics: Theory and practice. Journal of Theory and Practice in Education, 4(Rains, Kelly, & Durham, 2008). 239-252. Retrieved September 11, 2009, from EbscoHost database.