CDP (Vygotsky's Theory - CTET & State TET MCQ

Constructivism: It is the theory which backs the idea that child constructs their knowledge by themselves when they explore. Lev Vygotsky, who idealized the fact that children learn when they collaborate with others, derived sociocultural theory which says that development takes place due to the intermingling of culture, social interaction (which has three components explained below), and language.

• Zone of Proximal Development (ZPD): It is the zone a child wants to master. For example, if he wants to learn chess, it would be ZPD for him.
• More knowledgable other (MKO): To learn chess, when he needs a person who is good at chess, that person is more knowledgable.
• Scaffolding: It is the help or motivation that is provided by MKO to that child.

Hence, it can be concluded that according to Vygotsky knowledge is constructed between people as they interact.

Social interaction plays a crucial role in the development of a learner's cognitive ability. Children learn through interaction and collaboration with skilled and knowledgeable people or parents.

Key Points

The temporary support that parents provide to a child for a task until the child can do it on his own is termed 'scaffolding' as it refers to a process through which:

• required assistance is given to children according to their individual needs.
• temporary support is imparted to the children to enhance their learning skills.
• individualized support is provided to children to increase their learning boundaries.

Hence, it could be concluded that the above-mentioned phenomenon is termed 'scaffolding'.

Additional Information

NOTE: Concepts of 'Scaffolding', 'Zone of Proximal Development, and 'More Knowledgeable Others' are proposed by Russian psychologist 'Vygotsky' in his 'Socio-cultural Theory'.

Vygotsky explained that the gesture of pointing a finger initially looks like a simple meaningless gesture; however, as the child begins to behave to the gesture and starts to interact, communication develops and converts the simple gesture into a movement with meaning. So, just a gesture becomes an interpersonal connector to connect individual persons. Thus pointing finger gestures intricate the child to learn.

Key Points

Vygotsky provides the example of finger pointing: 

• Initially, this behaviour begins as a meaningless gesture; however, as people react to the gesture, it becomes a moment that has meaning.
• In particular, the pointing gesture represents an interpersonal connection between individuals.
  

Hence, we conclude that according to Vygotsky,  (A) and (R) are true and (R) is the correct explanation of A

Lev Vygotsky', a Soviet psychologist, has propounded the "Socio-cultural Theory". This theory implies the idea that social interaction plays a crucial role in the development of learner's cognitive ability. 

• According to Vygotsky, social interaction is the primary cause of cognitive development.
• He emphasizes that socialization is essential for learning and should be given priority in school.
• Social development influences cognitive development.
• His theory emphasizes that children learn through interaction and collaboration with skilled and knowledgeable people.

Lev Vygotsky emphasizes the importance of social interaction in his theory by introducing three concepts which are as follows:

Hence, we can conclude that According to the sociocultural theory of Vygotsky, socialization is essential for learning and should be given priority in school.

Additional Information

• According to the theory of social learning Albert Bandura, modeling is a principal way for children to learn.
• According to Erikson: He developed the theory of psychosocial development which states that the personality of a child evolves through various stages. And an unresolved crisis can harm a child as it will affect the development of his personality which will not come as expected.

Lev Vygotsky was born in 1896. The social developmental theory of learning was developed by him. He proposed that social interaction profoundly influences cognitive development.

Key Points

• Central to Vygotsky's theory is his belief that biological and cultural development do not occur in isolation.
• Vygotsky believes that development is a process that should be analyzed, instead of a product to be obtained.
• According to Vygotsky, the development process that begins at birth and continues until death is too complex to be defined by stages.
• Vygotsky opines that this lifelong process of development is dependent on social interaction and that social learning actually leads to cognitive development. 
• Vygotsky viewed this egocentric speech as a transition from social speech to internalized thoughts. Therefore, he believes that thought and language cannot exist without each other
• Vygotsky focuses on the connections between people and the cultural context in which they act and interact in shared experiences.

Hence, we can conclude that biological and cultural development can occur in isolation statement is incorrect about Vygotsky.

According to Vygotsky’s 'Social Constructivism Theory', the zone of proximal development tells the child can travel with the help of scaffolding from adults and others through questions or suggestions but yet act and learn independently and reach far beyond in the process.

Important Points

• A child is struggling to learn how to read. By working with the student to teach how to sound out words and use other word recognition strategies, the child is able to learn to read. The child is now in the areas of the Zone of proximal development because he learns the concept with the help of a teacher.

Key Points

• Scaffolding refers to a technique that provides the right kind of support in the right amount at the right time to increase a child’s competence.
• Proper guidance from a more knowledgeable other (MKO) along with encouragement and motivation makes a learner develop more skills and complete and excel in the learning process.
• Zone of proximal development- It is the area of learning where a more knowledgeable other (MKO) assists the student in developing a higher level of learning.
• Knowledge is constructed through scaffolding from the more knowledgeable other by means of social interaction.
• The term proximal refers to the skills which change to mastering the skill with assistance or scaffolding from MKO through social interaction.
  

The zone of proximal development changes the stage from ‘what I can’t do to ‘what I can do with some help.

Hence, we can conclude that the zone of proximal development constructs the above example highlight.

There are many theories in psychology that are related to different schools of psychology such as cognitive, humanistic, behavioristic, etc. These theories are propounded by eminent psychologists to provide a framework to understand different aspects of human behavior.

Key Points 

• 'Lev Vygotsky', a Soviet psychologist, has propounded the "Socio-cultural Theory". This theory implies the idea that social interaction plays a crucial role in the learner's cognitive development. 
• According to Vygotsky, social interaction is the primary cause of learners' development as his theory emphasizes that children learn through interaction and collaboration with skilled and knowledgeable people.

Important Points 

Lev Vygotsky emphasizes the importance of social interaction in his theory by introducing three concepts which are as follows:

Hence, it could be concluded that Lev Vygotsky has included social interaction in the cognitive development of the child.

According to Vygotsky, the pointing finger gesture primarily contributes to cognitive development.

Key Points

• Vygotsky's sociocultural theory emphasizes the role of social interaction and cultural tools in shaping cognitive development.
• The pointing gesture allows a child to direct attention, communicate intentions, and share meaning with others, which facilitates the development of thinking and problem-solving skills.
• While emotional, cultural, and physical development may also be influenced by pointing gestures to some extent, Vygotsky's focus was primarily on its cognitive significance.

Therefore, the correct answer is Cognitive development.

Vygotsky, a Russian psychologist, believed that social interactions play a key role in development. According to him, learning occurs when children interact with people and the environment.

Key Points

• The theory of sociocultural development was given by the Lev Vygotsky
• He believes that every development in the child appears on two levels first on the social level and second on the individual.
• Lev Vygotsky said that children first create the experience with the interaction with others and then they take that information and use them with themselves.
• Lev Vygotsky believes that the ways child interacts with others and the culture they live in gives shape to the mental abilities of the child, he believed that the parents, relative, peers, and society all have an important role in developing higher mental abilities in a child.
• Vygotsky believed that play promotes cognitive, social, and emotional development in children.

Thus, it is concluded that according to Vygotsky social play has special importance in the development of the child.

In Vygotsky's theory of Socio-Cultural Development, he states that the skills children learn first are related to interactions with others and they then take that information and use it within themselves.

Key Points

In his theory, Vygotsky mentioned three key areas:

Private Speech:

• It takes place when children talk to themselves. Children spoke to themselves as a way of guiding themselves through action.

Zone of Proximal Development:

• It is the gap between the actual developmental level of a person as determined by independent problem-solving, and the levels of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers. It also includes scaffolding.

Make-Believe Play:

• Children use make-believe play to test multiple skills and achieve important cultural activities. In this, children learn how to act in agreement with their internal ideas, not just the external ones.

Additional Information

• Distorted speech is those speeches that had a sound error that a sound is produced in an unfamiliar way. Lisp sounds are an example of this error. A child with a lisp trying to say 'sun' might end up saying 'sssun.
• Egocentric speech: Egocentric speech is the act of a child talking to himself or herself, usually through an event or activity.