Implementing Vygotsky’s Model of Child Development

Implementing Vygotskys genialLearning hypothesisin the Classroom Jodi Zeman Growing and Learning Theories VTE-ED 571 October 25, 2010 Sheryl Bunn 2 Implementing Vygotskys Social Learning Theory in the Classroom Contrary to Sigmund Freuds theory,LevVygotskys concept is anchored in the idea that a child learns new complex assigns from a much advanced adult or sibling helping him or her through and through these new situations. Hiscognitive-developmental approach based on an idea Jerome Bruner later labeled scaffolding (Wood, Bruner, Ross, 1976).This person leads the child through line of works that might otherwise be too advanced for a developing childalone,but with the steering and help from the leader these are attainable. This gives the child a guide as he or she progresses and eventually begins to conquer problems or new tasks independently. A large part of thesuccess of the child has to do with the structureor scaffolding the child has in placeto help him or her along thejo urney thus making social interaction a bouncy part of histheory. This concept applies directly to the high school strong-arm direction classroom.There are unique challenges that a teacher comes across when essay to use traditional instructional methods in an atypical classroom. The learning environment is not always conducive to the educator communicating substantial points with visual, strait and tactile cues to help. There is no note taking or describe of term on the whiteboard employ to offer reinforcement. Insteadof aneducator lecturingthe theories and fundamental rules involved in an activity, the teacher must take an prompt portion toengage with the savants.Vygotskys approach is very hands-on, in that there isno formal distance between the teacher and the 3 students ininstruction. The teacher interacts with the students and helps them to complete(a) tasks that might otherwise be more advanced than theywould be able to handle on their own. An example of this in t he area of bodily education would be illustrated inan introduction to volley junky. We would decease by reviewing techniques used to do basic fundamental acquisitions needed for volleyball while introducing the terms and names for these techniques.The teacher would then dis adorne these techniques for the students to use as a visual guide for what the skill set might look like, and as well go over common pitfalls students might face in thephysical activity to alleviate pressuressome of the students might have before attempting the exercise. We would start with basic technical skills and give each student a panorama to participate in the exercise. Once all the students demonstrate the basic skill discussed, we would bring a slightly more challenging version of the showtime drill.For instance, initially the teacher or a partner would toss a ball up in the air to the person demonstrating the pass and the participant would then try topass the volleyball covert to the tosser. T he other students would con and support the students when they were successful. The nature of a physical education class does confer itself to Vygotskyscooperative ideas and team learning style. The students can break up into groups and lean together to improve the skills set forth for the class.A modification of this exercise to shed it more challenging would be to pair the students up and instead of tossing the ball back to each other they would try to pass the ball back and forth in a controlled manner to the other partner. They would try to aliment the passes going in a controlled manner back and forth to each other. I would then 4 observe and let the students try to explore the task with a partner. If there were people who struggled with the initial drill I would pair themup with a classmate who successfully completed the task.Once we complete the initial introduction to the basic skill of passing we would then introduce the class to the actual playing area. This would ser ve both the struggling student and the one acting as a peer tutor to witness the skill further. The nature of Vygotskys theory is grounded in the concept that the environment we are in will have a direct and powerful role in how we might learn and grow. This is why it is so incredibly important for students to receive positive praise for their efforts.Anytime the students complete a requested task there should be a lifting up of that student and recognition that the finis was met. Physical education can be a bit clever because you have so many students with different athletic levels and backgrounds. The students also may have self-esteem issues which are often put into the forefront when having to demonstrate skills in front of others. This leaves the student open to the possibility of failure of the task and consequently, ridicule. That is why in P. E. the instructor has to emphasize the importance of effort more than execution.A positive attitude and a effort-filled attempt is a praise-worthy demonstration of an exercise. bidding will only come if the student feels comfortable enough to put himself or herself out there to try it.References Bee, H. , Boyd, D. (2004). The Developing Child. Retrieved from the University of Phoenix e-Book solicitation database. Barbara Blake and Tambra Pope (2008). Developmental Psychology Incorporating Piagets and Vygotskys Theories in Classrooms. daybook of Cross-Disciplinary Perspectives in Education Vol. 1, No. 1 (May 2008) 59 67.