Lev Vygotsky
Cognitive Developmentalist/Constructivist Theory
Zone of Proximal Development (ZPD)
ZPD is used in the classroom as a way to determine when a child can independently perform a task without help, when he/she needs assistance to complete a task, and when he/she cannot perform the task independently.
Vygotsky believed the goal is to focus instruction on the ZPD, between the independent level and where the child is learning how to complete a task with assistance.
Teachers use scaffolding by supporting learning, giving prompts, modeling, and providing explicit instruction. The teacher will gradually reduce support once the child can understand the task and work independently.
Speech and Development
Vygotsky focused on the social interaction between children and their caregivers and advanced peers. He believed adult support is necessary in the development of language and self-regulation in addition to cognitive development. Children learn from watching their parents and older children. They view how to interact and communicate with others.
Private speech - Children first begin by cooing and babbling
Overt private speech - Children talk to themselves/self-guidance
Social speech - Verbal communication with others.
Adult Support
Adult support is key to a child's development according to Vygotsky. Adults teach the appropriate cultural background and behaviors necessary for the child's growth. Children learn the rules of the world around them by interacting with the adults and older peers in their lives.
CARL ROGERS
Self-Actualization
Carl Rogers was a humanistic pyschologist that emphasized the need of the child to develop self-worth and be positively regarded by others. The child needs to feel loved and accepted by his/her caregiver. Being cared for and feeling secure is necessary for the child to develop into a confident person that is able to grow and reach for their dreams.
Rogers said self-actualization occurs when a person achieved their goals in life.