The Application of Vygotsky's Theory to the Design of an Educational Cirriculum

Topics: Educational psychology, Education, Developmental psychology Pages: 2 (465 words) Published: October 22, 2012
2. Why does learning require disequilibrium according to Piaget? Provide an example of how teachers can create discrepant events.

3. What is the Zone of Proximal Development in Vygotsky’s thought? Do you think it is a good model of learning? Why or why not?

The Application of Vgotsky’s Social Development Theory to the Designing of a School Curriculum

Christina Nardone: 102150672
Educational Psychology 02-46-324-01
Assignment A: Conceptual Comment
University of Windsor
Instructor: Anoop Gupta
October 1st, 2012

Lev Vgotsky’s theories have become central to understanding cognitive development and have influenced many research initiatives in the past couple years. Social interaction and culture are thought to be the back bone of learning in his theory of social development, where he argues that social learning tends to occur before development (McLeod, 2007). This theory is one of the foundations for Constructivism, which can be defined as an active learning process, in which new knowledge is built on previous knowledge (Hoover, 1996). An important component of social development theory is the Zone of Proximal Development (ZPD). It has been defined 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" (Vygotsky, 1978, p. 90). According to Vygotsky, learning occurs in this zone. Scaffolding is a technique related to the ZDP in that the adult or peer adjusts their level of help to the learner depending on their performance in the task. (Young, 1993). These components of social development theory would be useful in designing an educational curriculum. Schools should retire the instructional approach to teaching and adopt a more interactive approach so that students can be actively involved in their learning....

Cited: Hoover, W. A. (1996, August 3rd). The Practice Implications of Constructivism. Retrieved September 30th, 2012, from SEDL: Southwest Educational Development Laboratory:
McLeod, S. (2007). Lev Vgotsky. Retrieved september 30th, 2012, from Simply Psychology:
Vygotsky, L. (1978). Mind in Society: The development of higher psychological processes. Cambridge: Harvard University Press.
Young, M. (1993). Instructional design for situated learning. Educational Technology Research and Development, 41 (1).
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