Implementing Vygotsky’s Model of Child Development

Implementing VygotskysSocialLearning Theoryin the Classroom Jodi Zeman Growing and Learning Theories VTE-ED 571 October 25, 2010 Sheryl Bunn 2 Implementing Vygotskys Social Learning Theory in the Classroom Contrary to Sigmund Freuds theory,LevVygotskys concept is anchored in the idea that a child learns new complex tasks from a more advanced adult or sibling serviceing him or her through these new situations. Hiscognitive-developmental approach based on an idea Jerome Bruner later tagged scaffolding (Wood, Bruner, Ross, 1976).This person leads the child through tasks that dexterity otherwise be too advanced for a developing childalone,but with the guidance and help from the leader these are attain commensurate. This gives the child a guide as he or she progresses and eventually begins to conquer problems or new tasks independently. A large bit of thesuccess of the child has to do with the structureor scaffolding the child has in placeto help him or her along thejourney thus do social interaction a vital part of histheory. This concept applies directly to the high school physical education classroom.There are unique challenges that a t all(prenominal)er comes across when trying to use traditional instructional methods in an atypical classroom. The learning environment is not always conducive to the pedagog communication important points with visual, audio and tactile cues to help. There is no note taking or list of terms on the whiteboard used to offer reinforcement. Insteadof aneducator lecturingthe theories and fundamental rules involved in an activity, the teacher must take an active section toengage with the school-age childs.Vygotskys approach is very hands-on, in that there isno formal distance between the teacher and the 3 students ininstruction. The teacher interacts with the students and helps them to complete tasks that might otherwise be more advanced than theywould be able to handle on their own. An example of this in the area of physical education would be illustrated inan introduction to volleyball. We would start by reviewing techniques used to do prefatorial fundamental acquisitions needed for volleyball while introducing the terms and names for these techniques.The teacher would then picture these techniques for the students to use as a visual guide for what the skill set might look like, and also go over common pitfalls students might face in thephysical activity to alleviate pressuressome of the students might have before searching the exercise. We would start with basic technical skills and give each student a chance to participate in the exercise. Once all the students demonstrate the basic skill discussed, we would introduce a slightly more challenging version of the first drill.For instance, initially the teacher or a partner would cast away a ball up in the air to the person demonstrating the pass and the participant would then try topass the volleyball back to the tosser. The other students would a nticipate and support the students when they were successful. The nature of a physical education class does lend itself to Vygotskyscooperative ideas and team learning style. The students can break up into groups and work in concert to improve the skills set forth for the class.A modification of this exercise to make it more challenging would be to pair the students up and instead of tossing the ball back to each other they would try to pass the ball back and forth in a controlled manner to the other partner. They would try tokeep the passes going in a controlled manner back and forth to each other. I would then 4 observe and let the students try to explore the task with a partner. If there were concourse who struggled with the initial drill I would pair themup with a classmate who successfully completed the task.Once we complete the initial introduction to the basic skill of acquittance we would then introduce the class to the actual playing area. This would serve both the strugg ling student and the one acting as a peer instill to understand the skill further. The nature of Vygotskys theory is grounded in the concept that the environment we are in will have a direct and powerful role in how we might learn and grow. This is why it is so incredibly important for students to receive positive praise for their efforts.Anytime the students complete a requested task there should be a lifting up of that student and recognition that the goal was met. Physical education can be a bit tricky because you have so many students with different athletic levels and backgrounds. The students also may have self-esteem issues which are often put into the forefront when having to demonstrate skills in front of others. This leaves the student open to the possibility of failure of the task and consequently, ridicule. That is why in P. E. the instructor has to emphasize the importance of effort more than execution.A positive attitude and a effort-filled attempt is a praise-worthy demonstration of an exercise. Mastery will only come if the student feels comfortable enough to put himself or herself out there to try it.References Bee, H. , Boyd, D. (2004). The development Child. Retrieved from the University of Phoenix e-Book Collection database. Barbara Blake and Tambra Pope (2008). Developmental Psychology Incorporating Piagets and Vygotskys Theories in Classrooms. Journal of Cross-Disciplinary Perspectives in Education Vol. 1, No. 1 (May 2008) 59 67.