learning_theories:social_development_theory
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learning_theories:social_development_theory [2011/08/22 14:10] jpetrovic [What is social development theory?] |
learning_theories:social_development_theory [2023/06/19 18:03] (current) |
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| )). This theory, sometimes also called //cultural-history theory// gives a **framework for cognitive development** in children and argues that the **key role in cognition development** lies in **social interactions**. In Vygotsky's own words, | )). This theory, sometimes also called //cultural-history theory// gives a **framework for cognitive development** in children and argues that the **key role in cognition development** lies in **social interactions**. In Vygotsky's own words, | ||
| - | * "//every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals//"((Vygotsky, L.S. Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 1978.)). | + | * "//every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals//"(([[http://books.google.com/books?id=RxjjUefze_oC|Vygotsky, L.S. Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 1978.]])). |
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| * underestimates abilities and ignores role of an individual, | * underestimates abilities and ignores role of an individual, | ||
| * does not address the issue of how outer world is brifget to internal mind, | * does not address the issue of how outer world is brifget to internal mind, | ||
| - | * valuing performance children accomplish together may result in children **becoming lazy** and expecting help even when they can accomplish something on their own.((Santrock, John W. Child development. McGraw-Hill, 2003.)) | + | * valuing performance children accomplish together may result in children **becoming lazy** and expecting help even when they can accomplish something on their own.(([[http://books.google.hr/books?id=T654lHlKwzIC|Santrock, John W. Child development. McGraw-Hill, 2003.]])) |
| ===== Keywords and most important names ===== | ===== Keywords and most important names ===== | ||
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| [[http://www.marxists.org/archive/vygotsky/works/words/|Vygotsky, L. S. Thinking and Speaking. The M.I.T. Press, 1962.]] | [[http://www.marxists.org/archive/vygotsky/works/words/|Vygotsky, L. S. Thinking and Speaking. The M.I.T. Press, 1962.]] | ||
| - | Newman, Denis, Peg Griffin, and Cole, Michael. The construction zone: working for cognitive change in school. Cambridge University Press, 1989. | + | [[http://books.google.hr/books?id=qEWTuYaELGsC|Newman, Denis, Peg Griffin, and Cole, Michael. The construction zone: working for cognitive change in school. Cambridge University Press, 1989.]] |
| Jacobs, G. and Asokan N. Towards a Comprehensive Theory of Social Development. In: Human Choice, World Academy of Art & Science, USA, 1999. | Jacobs, G. and Asokan N. Towards a Comprehensive Theory of Social Development. In: Human Choice, World Academy of Art & Science, USA, 1999. | ||
| - | Vygotsky, L.S. Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 1978. | + | [[http://generative.edb.utexas.edu/classes/knl2008sum2/eweekly/vygotsky1978.pdf|Vygotsky, L.S. Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 1978.]] |
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