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Following Vygotsky, some educators believe that the role of education is to give children experiences that are within their zones of proximal development, thereby encouraging and advancing their individual learning skills and strategies. [3]
Social learning theory is a theory of social behavior that proposes that new behaviors can be acquired by observing and imitating others. It states that learning is a cognitive process that takes place in a social context and can occur purely through observation or direct instruction, even in the absence of motor reproduction or direct reinforcement. [1]
Lev Semyonovich Vygotsky (Russian: Лев Семёнович Выготский, [vɨˈɡotskʲɪj]; Belarusian: Леў Сямёнавіч Выгоцкі; November 17 [O.S. November 5] 1896 – June 11, 1934) was a Soviet psychologist, best known for his work on psychological development in children and creating the framework known as cultural-historical activity theory.
Vygotsky's theory is that a measurement of the outer limit of the ZPD is a more accurate measure of children's development than a measure of the outer limit of the ZAD, since concepts in the ZPD move into the ZAD within a few years.
Vygotsky's social-development theory was adopted and made prominent in the Western world though by Jerome Bruner [2] who laid the foundations of a model of language development in the context of adult-child interaction. Under the social interactionist approach, a child's language development occurs within the child's construction of a social ...
Russian psychologist Lev Vygotsky proposed a "socio-cultural learning theory" that emphasized the impact of social and cultural experiences on individual thinking and the development of mental processes. [31] Vygotsky's theory emerged in the 1930s and is still discussed today as a means of improving and reforming educational practices.
Vygotsky's theory of private speech has been deemed noteworthy to more recent developmental psychologists, providing a stepping-stone [colloquialism] for over 75 years. [3] Berk, Winsler, Diaz, Montero, Neal, Amaya-Williams, and Wertsch are amongst some of the current well-known developmental psychologists and researchers who have been ...
Inspired by Theosophy, Rudolf Steiner (b.1861) had developed a stage theory based on seven-year life phases. Three childhood phases (conception to 21 years) are followed by three stages of development of the ego (21–42 years), concluding with three stages of spiritual development (42-63). The theory is applied in Waldorf education [15]