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Lev Semyonovich Vygotsky (Russian: Лев Семёнович Выготский, [vɨˈɡotskʲɪj]; Belarusian: Леў Сямёнавіч Выгоцкі; November 17 [O.S. November 5] 1896 – June 11, 1934) was a Russian and Soviet psychologist, best known for his work on psychological development in children and creating the framework known as cultural-historical activity theory.
Vygotsky saw the past and present as fused within the individual, that the "present is seen in the light of history." [8] His cultural-historical psychology attempted to account for the social origins of language and thinking. To Vygotsky, consciousness emerges from human activity mediated by artifacts (tools) and signs. [8]
To that end, he claimed that the development of "higher psychological functions" are a result of the impact of the society (including, according to Marxist principles, its economic basis and the relations of production) and the culture at large. This idea was well known at least fifty years before Vygotsky, was advocated for by a number of ...
The Scandinavian AT school of thought seeks to integrate and develop concepts from Vygotsky's Cultural-historical psychology and Leont'ev's activity theory with Western intellectual developments such as Cognitive Science, American Pragmatism, Constructivism, and Actor-Network Theory. It is known as Scandinavian activity theory.
Vygotsky, a psychologist and social constructivist, laid the foundation for the interactionists view of language acquisition.According to Vygotsky, social interaction plays an important role in the learning process and proposed the zone of proximal development (ZPD) where learners construct the new language through socially mediated interaction.
(Vygotsky, 1978, p. 46) However, it is this higher line of development that explains the birthday cake example with profound insight. From the perspective of an individual child's development, the higher psychological line of development is one guided by the development of tools and signs within the culture. In our example above, the birthday ...
It is the range where the learner is able to perform, but only with support from a teacher or a peer with more knowledge or expertise. This person is known as the "more knowledgable other." [1] The concept was introduced, but not fully developed, by psychologist Lev Vygotsky (1896–1934) during the last three years of his life. [2]
A leading activity is conceptualized as joint, social action with adults and/or peers that is oriented toward the external world. In the course of the leading activity, children develop new mental processes and motivations, which "outgrow" their current activity and provide the basis for the transition to a new leading activity (Kozulin, Gindis, Ageyev, & Miller 2003: 7).