Vygotsky’s work represents a shift in constructivist
thinking; he placed a heavy emphasis on the value of social collaborations,
particularly with more expert partners. Vygotsky believed that the purpose of
learning was to lead development. As Vygotsky noted, learning awakens a variety
of internal developmental processes that are able to operate only when the
child is interacting with people in his environment and in cooperation with
this peers. When applied to classroom environments, this translates into
teachers engaging the children in discussions and activities a step ahead of
their current developmental level.
Example: For example, a child might be shown pennies to
represent each sound in a word (e.g., three pennies for the three sounds in
“man”). To master this word, the child might be asked to place a penny on the
table to show each sound in a word, and finally the child might identify the
sounds without the pennies. When the adult provides the child with pennies, the
adult provides a scaffold to help the child move from assisted to unassisted
success at the task. In a high school laboratory science class, a teacher might
provide scaffolding by first giving students detailed guides to carrying out
experiments, then giving them brief outlines that they might use to structure
experiments, and finally asking them to set up experiments entirely on their
own.
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