Term
| zone of proximal development |
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Definition
| There are things that a child is able to learn on their own, child is able to learn with the help of a more experience peer or adult, and things a child is not able to learn yet, due to development (not cognitively or physical able yet). |
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Term
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Definition
| the tutor changes the amount of support required based on the child’s needs |
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Term
| Vygotsky's social learning- what drives development |
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Definition
| learn through collaborative dialogues from more knowledgeable members of society. The individual is not the primary method of development, but the interactions and culture. The social environment shapes a child’s cognitive development in the individual and population |
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Term
| Vygotsky's version of formal operations |
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Definition
| none- culture deems important and necessary for that individual, so some cultures do not need formal operations- ultimate goal is to interact with others in the population |
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Term
| tools of intellectual adaptation |
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Definition
| mental tools or methods of thinking and problem solving- given by culture, teaches what to think, not individual generated |
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Term
| importance of language for social learning theory |
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Definition
| foundations of higher cognitive processes, allows child to learn from others, private speech- helps guide behavior, especially with more difficult or when there are likely to be more errors, confusion. gradually becomes more silent, used longer by kids with learning problems |
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Term
| transfer of responsibility in social learning theory |
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Definition
| tutor helps child while in the zone of proximal development through scaffolding, eventually child can do the task on his/ her own (with increasing physical and cognitive development), so that task becomes what child can do on their own without tutor |
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Term
| is child passive in social learning theory |
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Definition
| yes, still passive- accepts information from tutor, learns from others |
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