Vygotsky's theory applies to learners from a young age, as demonstrated in his proposed zone of proximal development. The zone of proximal development is described as the psychological space between an individual's actual intellectual progress and their potential capabilities (Piske et. al, 2017, p. 136). However, Gredler (2011) has shown that there are some misconceptions that have to be corrected before we can accurately analyze this model for application. Based on the analysis of Vygotsky's own reports, learning happens as a result of motivation and their initial interactions with the education (P. 121). It is also important to note that their cognitive functions may be limited due to the level of awareness surrounding their abilities to fully comprehend their thought process and grasp the meaning of their knowledge (p. 124).
A better understanding of Vygotsky's theory of the zone of proximal development was demonstrated in how teenagers use multimodal strategies to represent information (Mills, 2010, p. 35). It is directly related to how information is communicated. In order to observe the zone of proximal development in action, we should analyze how youth process and retain information in the digital age. An important factor that this exposes is a learner's ability to access information in the first place (p. 37). Mills' (2010) interviews with young students showed that some of them would supplement their learning outside the traditional classroom setting (p. 38). The role of the educator, on the other hand, is to be a source of scaffolding but the function of this scaffolding should be altered according to the students’ progress, therefore creating a conducive space for independent learning (p. 43).
Piske et. al (2017) wrote about the importance of creativity in fostering the optimal learning environment. The element of creativity has to be part of an educator's process and be nurtured in the learner (P. 132). Since educators are present in the zone of proximal development, they hold some mediation authority with relation to how learners are introduced or exposed to conceptual knowledge. This in turn, would have a direct correlation to the expression of one's creative potential (p. 134). Vygotsky sees creativity and the imagination as a connecting aspect between a person's sense of awareness, their thought processes and language use (p. 135). Therefore, educators need to tailor their lessons to foster these qualities.
The role of mediation within Vygotsky's theory is also emphasized in a study conducted by Jones et, al (2018). However, they bring to the attention two kinds of mediated practices: the visible and the invisible. Both effect the comprehension of conceptual judgments, as evident in their study related to how coaches are trained in the appropriate use or misuse of strategies based on the language used during their tutelage (p. 6). Many articles related to Vygotsky focus a lot on the development of children. On the other hand, Zaretskii (2016) states that the values and practices used in interactions between children and adults can be applied to adult to adult communication This is evident when adults seek counsel when they navigate the complexities of life (p. 165).
In turn, Vygotsky’s theory has a lot of potential when considering how people take in information via social interactions, and it would give us insight into how an educational environment could influence how learners, young or old, take in information and apply it to their lives. My research is focused on adolescent and adult learners, but the relational aspect of learning could contribute to a student’s learning environment. It could also help educators build an effective classroom to make the process of learning easier for their students.
References:
Gredler, M. E. (2011). Understanding Vygotsky for the Classroom: Is It Too Late? Educational Psychology Review, 24(1), 113-131. doi:10.1007/s10648-011-9183-6
Jones, R. L., Thomas, G. L., Nunes, R. L., & Filho, I. V. (2018). The importance of history, language, change and challenge: What Vygotsky can teach sports coaches. Motriz:
Revista De Educação Física, 24(2). doi:10.1590/s1980-6574201800020008
Mills, K. A. (2010). Shrek Meets Vygotsky: Rethinking Adolescents Multimodal Literacy Practices in Schools. Journal of Adolescent & Adult Literacy, 54(1), 35-45.
doi:10.1598/jaal.54.1.4
Piske, F. H., Stoltz, T., Guérios, E., Camargo, D. D., Vestena, C. L., Freitas, S. P., de Oliveira Machado Barby, A. and Santinello, J. (2017). The Importance of Teacher Training for
Development of Gifted Students’ Creativity: Contributions of Vygotsky. Creative Education, 08(01), 131-141. doi:10.4236/ce.2017.81011
Zaretskii, V. K. (2016). Vygotsky’s Principle “One Step in Learning - One Hundred Steps In Development”: From Idea To Practice. Cultural-Historical Psychology, 12(3),
149–188. https://doi.org/10.17759/chp.2016120309
A better understanding of Vygotsky's theory of the zone of proximal development was demonstrated in how teenagers use multimodal strategies to represent information (Mills, 2010, p. 35). It is directly related to how information is communicated. In order to observe the zone of proximal development in action, we should analyze how youth process and retain information in the digital age. An important factor that this exposes is a learner's ability to access information in the first place (p. 37). Mills' (2010) interviews with young students showed that some of them would supplement their learning outside the traditional classroom setting (p. 38). The role of the educator, on the other hand, is to be a source of scaffolding but the function of this scaffolding should be altered according to the students’ progress, therefore creating a conducive space for independent learning (p. 43).
Piske et. al (2017) wrote about the importance of creativity in fostering the optimal learning environment. The element of creativity has to be part of an educator's process and be nurtured in the learner (P. 132). Since educators are present in the zone of proximal development, they hold some mediation authority with relation to how learners are introduced or exposed to conceptual knowledge. This in turn, would have a direct correlation to the expression of one's creative potential (p. 134). Vygotsky sees creativity and the imagination as a connecting aspect between a person's sense of awareness, their thought processes and language use (p. 135). Therefore, educators need to tailor their lessons to foster these qualities.
The role of mediation within Vygotsky's theory is also emphasized in a study conducted by Jones et, al (2018). However, they bring to the attention two kinds of mediated practices: the visible and the invisible. Both effect the comprehension of conceptual judgments, as evident in their study related to how coaches are trained in the appropriate use or misuse of strategies based on the language used during their tutelage (p. 6). Many articles related to Vygotsky focus a lot on the development of children. On the other hand, Zaretskii (2016) states that the values and practices used in interactions between children and adults can be applied to adult to adult communication This is evident when adults seek counsel when they navigate the complexities of life (p. 165).
In turn, Vygotsky’s theory has a lot of potential when considering how people take in information via social interactions, and it would give us insight into how an educational environment could influence how learners, young or old, take in information and apply it to their lives. My research is focused on adolescent and adult learners, but the relational aspect of learning could contribute to a student’s learning environment. It could also help educators build an effective classroom to make the process of learning easier for their students.
References:
Gredler, M. E. (2011). Understanding Vygotsky for the Classroom: Is It Too Late? Educational Psychology Review, 24(1), 113-131. doi:10.1007/s10648-011-9183-6
Jones, R. L., Thomas, G. L., Nunes, R. L., & Filho, I. V. (2018). The importance of history, language, change and challenge: What Vygotsky can teach sports coaches. Motriz:
Revista De Educação Física, 24(2). doi:10.1590/s1980-6574201800020008
Mills, K. A. (2010). Shrek Meets Vygotsky: Rethinking Adolescents Multimodal Literacy Practices in Schools. Journal of Adolescent & Adult Literacy, 54(1), 35-45.
doi:10.1598/jaal.54.1.4
Piske, F. H., Stoltz, T., Guérios, E., Camargo, D. D., Vestena, C. L., Freitas, S. P., de Oliveira Machado Barby, A. and Santinello, J. (2017). The Importance of Teacher Training for
Development of Gifted Students’ Creativity: Contributions of Vygotsky. Creative Education, 08(01), 131-141. doi:10.4236/ce.2017.81011
Zaretskii, V. K. (2016). Vygotsky’s Principle “One Step in Learning - One Hundred Steps In Development”: From Idea To Practice. Cultural-Historical Psychology, 12(3),
149–188. https://doi.org/10.17759/chp.2016120309
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