Tuesday, January 7, 2020

Effects Of Scaffolding On The Zone Of Proximal Development

This study will be focused on the concept of scaffolding and its relation to the zone of proximal development. In regard to scaffolding, this study will observe it impact on children completing eight different – yet almost identical in difficulty – puzzles over the course of two months, vs. a control group who have no aid in regard to scaffolding. The puzzles will be just outside the child’s age range (ex. For children 6-8) with the children all being 5.) Research into scaffolding is relevant to child development, as the conclusion of its helpful or detrimental effects can aid in researchers more comprehensive understanding of how children learn, and could aid in teaching them more effectively. This study will measure the child’s increasing competency and speed in completing a task (the arrangement of a puzzle) just outside their age range with, or without the assistance of a more competent helper. In addition to the observed task, the study will first provide a â€Å"teaching† class in which the children will be informed of what their task will be and how it is typically completed. (â€Å"The pieces of the puzzle can be arranged to form a picture!†) After this, the study will record information by looking at the time it takes the child to complete the task after the â€Å"teaching class† in addition to their accuracy in doing so with or without a more competent helper. This study will use the micro-genetic study method in determining the effects of scaffolding. Although the study willShow MoreRelatedVygotsky - Zone of Proximal Development Essay example1322 Words   |  6 PagesHow can Vygotsky’s notion of the ‘Zone of Proximal Development’, and the related concept of ‘scaffolding’, be used to provide appropriate education and support to the full range of students in the classroom? Teaching is not just a matter of standing in front of a class and distributing knowledge to a group of learners. Teaching is a much more complex procedure that requires educators to consider a variety of educational components in order to maximize a learner’s true potential. Teachers are responsibleRead MoreVygotsky s Theory Of Cognitive Development917 Words   |  4 Pagesthat a child (or anybody, for that matter) can learn. Hoy and Margetts (2012) demonstrate that cognitive development is much more than the addition of new facts and ideas to an existing store of information - maturation, activity and social transmission influence cognitive development. One very respected researcher of cognitive development and, in particular, sociocultural effects on such development, was Lev Vygotsky, whose original Russian journal articles are now available in English. Vygotsky’sRead MoreLev Vygotsky s Theory Of Cultural Development Essay1399 Words   |  6 Pagescompleting a law degree, writing a dissertation on the psychology of art, teaching and publishing literary works, and finally turning his attention to fundamental questions of human development and learning, where he made his biggest impact in the psychological field. Vygotsky proposed a general genetic law of cultural development in which cognitive function occurs on two planes: first on the social (between individuals), followed by the individual (internalized by the child) (Bjorklund, 2005). For a numberRead MoreVygotsky ´s Zone Proximal Development Essay825 Words   |  4 Pagesimpact on developmental psychology. One of his main contributions was the idea of zone proximal development. He places emphasis the shaping of cognitive development. He is one of the first in children development that emphasized on cultural context. 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Cognitive development theory studies â€Å"how people think and how thinking changes over time† (Kail Cavanaugh, 14). One of the leading theorists in this area was Russian psychologist Lev Vygotsky. He was one of the first theorists to consider the sociocultural influences on a child’s development. His research allowed the development of keyRead MoreThe Role Of Primary Carers On Children1716 Words   |  7 Pageswithin the child’s setting has an influence on the child; affirming just how crucial it is for practitioners to be in partnership with parents. From a social constructivist perspective, parents and carers are key in child development. Vygotsky theorized that cognitive development was achieved through social interaction. He stated that without the support of a ‘more knowledgeable other’ (MKO) children were unable to build upon their knowledge of a particular subject. The MKO may refer to a parent,

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