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Lesson 4 - Historical and Sociocultural Foundations

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John Kenny Rafon
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49 views12 pages

Lesson 4 - Historical and Sociocultural Foundations

Uploaded by

John Kenny Rafon
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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HISTORICAL AND

SOCIOCULTURAL
FOUNDATIONS
INTRODUCTION
FUNDAMENTAL PRINCIPLES OF
SOCIOCULTURAL PERSPECTIVES ON LEARNING
Three themes are often identified with Vygotsky’s ideas of sociocultural learning:
(1) human development and learning originate in social, historical, and cultural
interactions,
(2) use of psychological tools, particularly language, mediate development of higher
mental functions, and
(3) learning occurs within the Zone of Proximal Development
THEME I HUMAN DEVELOPMENT AND LEARNING
ORIGINATE IN SOCIAL, HISTORICAL, AND CULTURAL
INTERACTIONS.
• thinking has social origins
• social interactions play a critical role especially in the
development of higher order thinking skills
• cognitive development cannot be fully understood without
considering the social and historical context within which it
is embedded
• “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)” (Vygotsky, 1978, p. 57).
• It is through working with others on a variety of
tasks that a learner adopts socially shared
experiences and associated effects and acquires
useful strategies and knowledge (Scott & Palincsar,
2013).
THEME 2 USE OF PSYCHOLOGICAL TOOLS, PARTICULARLY
LANGUAGE, MEDIATE DEVELOPMENT OF HIGHER MENTAL
FUNCTIONS

• Language is significant in the learning process


• social structures determine people’s working conditions and Let’s find
out what are the principles of sociocultural perspectives learning! 21
interactions with others, which in turn shape their cognition, beliefs,
attitudes, and perception of reality and that social and individual work is
mediated by tools and signs, or semiotics, such as language, systems of
counting, conventional signs, and works of art.
Vygotsky viewed language as the ultimate collection of symbols and tools
that emerge within a culture. It is potentially the greatest tool at our
disposal, a form of a symbolic mediation that plays two critical roles in
development: to communicate with others and to construct meaning.
THEME 3 LEARNING OCCURS WITHIN THE ZONE
OF PROXIMAL DEVELOPMENT
• most widely applied sociocultural concept in the design of learning
experiences
• Vygotsky (1978) defined ZPD as “the distance between the actual
developmental level as determined by independent problem solving and
the level of potential development as determined through problem
solving under adult guidance or in collaboration with more capable
peers”
• He believed that learning should be matched with an individual’s
developmental level and that in order to understand the connection
between development and learning, it is necessary to distinguish the
actual and the potential levels of development
• Learning and development are best understood when the focus is on
processes rather than their products.
• He considered the ZPD to be a better and more dynamic indicator of
cognitive development since it reflects what the learner is in the process
of learning as compared to merely measuring what the learner can
accomplish independently, reflecting what has been already learned
(Vygotsky, 1978).
• Ideas such as ZPD and scaffolding bring to light a fundamentally
different view of an instructor who serves more as a facilitator of
learning rather than a fount of knowledge. Likewise, the learner takes
on more responsibilities such as determining their learning goals,
becoming a resource of knowledge for peers, and actively collaborating
in the learning process (Grabinger, Aplin, & Ponnappa-Brenner, 2007).

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