Vygotsky's Theory On Child Development

Psychodynamic Theorists also believe that children go through qualitatively distinct stages in their development. In my classroom, how I could apply this theory is by engaging the child on who they think they are, and how it will affect their future. Identity plays a major role in this theory, by engaging the child on who they think they are, I feel I will be able to assess their ability to learn. The humanistic theory

Holistic teaching focuses on preparing the learner to meet any challenges they may face in life and within a work setting. They can learn about themselves, develop resilience and develop social and emotional development. A learner who feels confident and valued will be more able to absorb new knowledge and apply to real work settings and is more likely to continue their studies when they see it affecting them in a meaningful way. If as an assessor you are mindful to the learner as an individual and take into account their learning style and abilities it aids you in tailoring your teaching manner and methods that give all the best chance of success.

Even though Skinner’s theory influences current practice there are also other theorists that have influenced practice relating to practice. Jerome Bruner created the theory of Scaffolding and cognitive growth. He believed in the importance of the environment and social and cultural factors in order to help a child’s learning and development. He also believed that children are active problem solvers and they are able to explore difficult areas with help of practitioners. Bruner’s theory links in closely with Vygotsky’s theory as they both stress about the importance of involving the partnership of parents in order to develop a child’s learning further.

Vygotsk’s idea of scaffolding falls within the zone of proximal development. Scaffolding involves temporarily aiding a child in certain tasks until they are capable of completing them on their own. A method of scaffolding explained a certain task to a child that may be more logical to them. This would make it easier for the child to know why they are completing a task and how to properly complete it on their

He also believes that children’s physical and social environment is important in children’s cognitive development. He believes that children are active learners who gain knowledge from their surroundings. Children learn through taking in there surrounding and modifications, and multiple cognitive development occurs through collaboration. Piaget’s thinks that children and adolescent’s cognitive development explains the changes in logical thinking. •

A technique used regularly in HighScope is scaffolding. This is a term based on the work of psychologist Lev Vygotsky. Scaffolding is when adults encourage and lightly extend children’s thinking and reasoning. Vygotsky’s work explains that the area between what children can accomplish themselves and what they can do with the assistance of an adult or another child who is more developmentally ahead is known as the zone of proximal development. HighScope teachers closely observe the students so they know when it is appropriate for them to intervene, helping the student learn more from what the child already confidently knows.

A social constructivist viewpoint needs a view that teachers have a responsibility for understanding the nature and level of each child’s learning and to use that knowledge to build their practices in a way that is relevant for particular children in particular contexts. Such a viewpoint can notify practices for insertion that are based on a very dynamic model of children’s learning. Finally, contructivism 's utmost influence to education may be through the change in emphasis from knowledge as a creation to deliberate as a process. This legacy of constructivism to be expected demonstrates to be a fixed and significant modification in the structure of

In regards to managing my classroom using rewards and punishments, I believe that they can be beneficial to an extent for students. The overuse of rewards or punishments conditions them rather than intrinsically motivates them. If students are always being punished, they are only behaving in fear of consequence. When punishments are used in moderation, students are able to comprehend the reasoning behind the repercussions of their actions, and will then be more inclined to behave based upon their full understanding rather than the superficial conditioning

The main theorist associated with interactionist theory is Lev Vygotsky. Interactionists focus on Vygotsky 's model of collaborative learning ( Shaffer,et al.,2002). Collaborative learning is the idea that conversations with older people can help children both cognitively and linguistically (

In this step, identification is made of the threat sources, possible threat events produced from the sources, and exploitable vulnerabilities from those sources and events. Step 2 also determines the likelihood of the sources initiating specific events and the likelihood of success, the negative impacts that could result from exploiting vulnerabilities by sources of threat, and security risks that result from the likelihood of vulnerability exploitation and the impact of

It is prepared for students to self-assess if they meet each criterion, a vital self-scaffolding technique. Not only that but most often the criteria are linked one another, hence they formulate the learning. Holton & Clarke (2006) highly recommends to empower the students to develop their own problem solving skills, with this in mind, the first process success criterion encourages students to analyse the question and get a greater picture before they start solving it. This is transferable skill that can be applied with any