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Early Childhood Education Lev Vygotsky
Early Childhood Education: Lev Vygotsky
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Introduction
Early childhood development is a crucial topic in psychology and education, as it is the first step to understanding the human growth and development. Early childhood development is defined as the growth and development that takes place from pre-conception to around the age of six (Marsh, Larson & Hall, 2003). Researchers explain that these are the most critical years for both neurological and physical development, and the child experiences during this time have a great effect on the health and well-being of the individual. Many researchers and theorist have contributed to the subject by presenting their diverse theories regarding early childhood development. With each theory, the academician or researcher aims to give their own ideas regarding child growth and development. One such contributor to early childhood development is Lev Vygotsky, whose work has since become the foundation of most research on cognitive growth and development in children. Born in 1896 Vygostky developed the social development theory that holds the notion that the community and external environment plays a major role in the growth and development of children. According to the social development theory, child development arises from contact between the child and his environment (Ormrod, 2011). His theory has long been confused with that of Jean Piaget, as they hold similar ideas and perceptions regarding childhood development and growth. However, unlike Piaget’s theory of childhood development, Vygostky’s theory of child development holds that child development and learning go hand in hand with each other. That child development does not come before learning as Piaget argues in his theory. Vygostky emphasizes the social and cultural influences, as well as, the importance of language in child growth and development.
This paper provides an analysis of Lev Vygotsky’s cultural-historical theory of Childhood development. The paper examines the components of the social development theory as proposed by Vygotsky, as well as, provides an explanation as to why Vygostky is the most influential theorist of all times.
Vygostky’s Theory of Childhood Growth and Development
In the development of his childhood growth and development theory, Vygostky argues for the incorporation of social and environmental elements as part of child growth and development. Accordingly, his theory of childhood development has been classified under the social-cultural approaches of childhood development. According to Vygostky, child growth and development is reliant on the culture from which the child originates. His theory is particular to the emotional and mental development of the child and he focuses of various attributes of childhood growth such as language and the reasoning process. He hold the firm belief that the mental and language abilities in a child are developed through the knowledge of culture. Relevantly, Vygostky’s theory of childhood growth and development argues that cultural development occurs twice within the child’s growth. This includes interpsychological contact, which refers to the interaction between the child and other people, and intrapsychological contact, which refers to the inner interaction of the child with himself or herself.
As illustrated in his theory, Vygostky viewed child cognitive growth and development comes as a result of the educative of learning process. His theory of childhood development implies that learning is a part of growth and does not come after the physical growth and development in children. With this notion, Vygostky argues that children learn through problem sharing experiences with those who make up the external or social environment.
This theory, however, explains that for a child to attain proper cognitive development, the child needs to socialize with other peoples such as parents, teachers, peers, and siblings. Only through this kind of socialization can children attain proper mental growth and development. Therefore, Vygostky’s theory of childhood development explains that a child’s social environment consists of the child’s family, teachers, friends, as well as, the things provided for play (Marsh, Larson & Hall, 2003). According to Vygostky, the people interacting with the child are granted the responsibility for guiding and instructing the child into the performance of certain activities. For that reason, the people interacting with the child are expected to transfer their abilities and skills to the child through education and learning.
Vygostky’s theory on childhood development highlights problem solving as the most significant skill and ability that a child can attain for his or her cognitive development. He believes that the ability to solve problems is vital for cognitive growth as it allows the child to think critically and perform activities, hence facilitating apposite growth and development in children. Vygostky also stresses the need for language dialogue between the child and his external environment as it is through this that the child can attain cognitive growth and development. Vygotsky’s theory of childhood development argues that it is through language that the people who make up the child’s social environment can transmit knowledge to the child. For that reason, Vygotsky’s theory of childhood development argues that language is the primary tool for intellectual transformation in children. Another provision of Vygostky’s theory of childhood developments is identified as what he calls the ‘Zone of Proximal Development’ (ZPD). According to this theory, the probability of child cognitive growth and development is limited to the zone of proximal development. The theory defines the zone of proximal development as the gap between a child’s actual development level and the child’s potential development level. The former is determined by the child’s ability to solve problems independently, whereas the latter is determined by problem solving under the supervision of others. Put simply, the ZPD is the difference between a child’s abilities independently and under the assistance of others. According to Vygostky, learning promotes child development if it occurs around and during the child’s ZPD (Morrison, 2009). For that reason, social interaction has a more significant effect on the child of it occurs during the ZPD.
Application
The application of Vygostky’s theory of childhood development is easy as it correlates with some of the concepts of the personal style of childhood education. Accordingly, the application of Vygotsky’s theory of childhood development has been incorporated in early childhood education programs. Mist instructors and teachers believe that the application of this theory is beneficial not only to the child, but also to the educators and instructors. This theory supports the application of various educational activities such as the use of symbols, classroom collaborations and the introduction of new concepts with appropriate timing.
Use of Symbols
According to Vygostky’s theory of childhood development, there is need for the use of symbols in educating children. This theory recognizes that there is a deep cultural meaning in symbols, and for that reason, they need to be used in a classroom setting (Morrison, 2009). By using symbols, children become more conversant with their cultural and social backgrounds as they understand the meanings of these symbols.
Classroom Collaboration
Vygotsky’s theory also supports the classroom collaboration as part of the educative process. His theory of early childhood development argues that collaboration is crucial in ensuring interaction in the classroom (Cullen, Anning & Fleer, 2004).most instructors today encourage their students to works with each other for the completion of a specific task, as an application of the theory.
Appropriate Timing of New Concepts
Vygotsky’s theory also states that child development is age dependent (Morrison, 2009).This means that childe development can only occur during a specific period. For that reason, instructors who wish to attain cognitive growth by their children can only achieve this by introducing new concepts at specific ages. This is in line with the concept of the ZPD, as the child is presented with new concepts and ideas (Morrison, 2009).
Why Vygotsky is an Influential Theorist
As previously mentioned, Vygostky is one of the most influential theorist, which in turn made him the theorist of interest in this paper. There are various reasons as to why this theorists was chosen as the subject of discussion for this paper. At the outset, this theorist was chosen for discussion n the paper because of his support of social interaction as a crucial part of cognitive development. Other researchers and theorists believe that social interaction plays a very small role in child growth and development but Vygostky believes that it plays a greater role than estimated. I believe that social interaction and the outside world have a great influence on the child, as they determine the child’s attitude and perception regarding what goes on around him. I believe that social interaction can either promote or deter cognitive growth, as the child is more likely to imitate what goes on around him or her. Vygostky was also chosen for this study owing to his recognition of “The More Knowledgeable Other” (MKO), which is a fundamental concept in cognitive growth and development. The more knowledgeable other refers to a person who has a higher cognitive ability than the child does, and who will help in the growth and development of the child n the long run. The most knowledgeable other is what Vygostky defines as the people who make up the social environment including parents, teachers, and peers. I believe that only the above-mentioned individuals can contribute to a child’s growth and their non-existence is disastrous to the child’s cognitive growth. In addition to this, I believe that children can only learn through other people as they tend to imitate what others around them are doing. Lastly, Vygostky was chosen as a subject for this paper because of his ideas regarding the ZPD. Introducing the concept of the ZPD not only allows the comprehension of child growth and development, it also allows individuals to make their own judgment regarding child growth and development.
Conclusion
Vygotsky’s Cultural-Historical theory provides a basis for the development of other theories of early childhood development. This is because the theory introduces various concepts and ideologies of childhood growth and development that are applicable in the field, thus allowing children to attain proper cognitive growth and development. This theory recognizes the impact of a child’s social environment for proper cognitive growth and development. The theory argues for the importance of a proper social and external environment for the attainment of proper cognitive growth and development in children. For that reason, Vygotsky’s theory is significantly applicable in early childhood education.
References
Cullen, J. Anning, A. & Fleer, M. (2004). A framework for conceptualizing early childhood
education. Retrieved November 26, 2011 from http://www.corwin.com/upm-data/9732_035886Ch14.pdf
Marsh, J., Larson, J. & Hall, N. (2003). Handbook of early childhood literacy. Thousand Oaks,CA: SAGE
Morrison, G. S. (2009). Early childhood education today (11th ed.). Upper Saddle River:Pearson.
Ormrod, J. E. (2011). Educational Psychology (7th ed.). Upper Saddle River, NJ: Prentice Hall
early chidhood
Early Childhood
The need for early childhood education has become of great importance not only to the children, but also to the parents who help those children to achieve their dreams. The most benefit of early childhood education is that, teaching young children provides them with learning skills that make them to grow socially as well as developmentally. It is true that children are growing and learning new things every day, and therefore the earlier the children start their education the better they gain more knowledge. Most parents have sacrificed a lot for their children so that they get the best education as they grow no matter how much income they earn. They believe that, their children have a chance of excelling in their own future. Therefore, the paper will elaborate more about early childhood in regards to education as well as, identifying the best practices for early childhood education.
Early childhood education provides children with enough knowledge which they may need for future success. As a result, more programs are needed to be established within the community because these will provide the children with the opportunity of gaining learning, development as well as social skills required for them to thrive in their own future. However, the programs offered should be successful in that, they should provide a safe and nurturing environment that will promote a social, physical and cognitive development. Research also shows that the benefit of early childhood education improves readiness to learn, early literacy, improves cognitive development as well as, decreasing the need for the remedial.
The purpose of education for children is to provide them with knowledge. It is evident that children who start their education at early age tend to perform well, since that is when they learn the most. However, these children should be encouraged so as to express themselves through verbal communication, pictures and art. Children usually learn through the manipulation of objects, and creative play. Hence, teachers should ensure that these children have enough space or playground that they can do various activities such as jumping, running, playing seek and hide games and many others. It is through group play and supportive teaching that helps children to grow physically fit, socially and emotionally. The group activities are of great benefit to the children because they teach the young children to live and play together. Conversely, independent and guided problem solving helps the children to gain greater independence since it is true that children need both independence and teamwork skills that enables them to become a well rounded person (Copple, & Bredekamp, 2004).
The contemporary curriculum approaches in early childhood education mainly stresses on the magnitude of making available to the young children so as to foster holistic development along with promoting positive attitudes. The approaches are also appropriate to life and learning of young children. It is therefore a recommendation for the early childhood teachers to ensure that they acquire enough knowledge which will be necessary for implementing and developing child centered curriculum practices which inherent and motivate the young ones desire of becoming engaged in their own learning. The rationale goals are to help the children to achieve intellectual growth and developing a positive self concept. This also would help the young children to enlarge their world of experience, ideas and people that will later help them in increasing the competence in dealing with social situations and emotional feelings.
Consequently, using constructive approach, most educators have been renowned to endorse children with active exchange between them and the environment. The activities in this case may include problem solving along with coming up with new ideas to foster the children learning while improving their thinking. Research shows that young children tend to be theory builders hence constructive approach to early childhood education will help in building a foundation of physical knowledge which later will help those children to become increasingly independent both morally and intellectually. The role of early childhood educator to engage in teaching approaches for the children in different occasions is said to be very vital. The direct approaches is said to fit best in classes giving the instructors instructions for problem to be solved. This is the best approach because it helps the instructors to get the child attention as well as getting to know what might be good or wrong (Copple, & Bredekamp, 2004).
Conclusion
It is evident that high quality education continues to generate long lasting benefits across the world. The National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECSADE) stated that the role of policy makers is to construct a comprehensive system of curriculum and programs. Therefore, combining the philosophies of direct instruction, and constructive approaches of early childhood education tend to help the children so as to make choices, reflect on what they learned, as well as, carrying out their ideas. The combined activities are important because they promote independence and initiative. Furthermore, children engaging in group activities and socializing during play time exercise their bodies during outdoor time. References
Copple, & Bredekamp, (2004). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 London: National Bureau of Economic Research.
Early American Encounters of 1600s
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Early American Encounters of 1600’s
Explorers like Christopher Columbus, Smith John, Vasco da Gama, Samuel de Champlain, Rene Caile, Sir Francis Dake and John Cadbot made a lot of explorations in the larger North and South America. In their descriptions they said that this was a very good land with lots of fertile soils suitable for agriculture. They also said that it had fishing grounds and beautiful sceneries in its flora and fauna worth viewing. Hence, they recommended it to be the best place for the settlement of the Europeans, who were willing to declare it as their new colony. This made it possible for Britain to fully conquer the whole of North and South America as their colonial territories.
On the other hand, they described the native tribes as barbaric people, who were stuck on outdated cultural practices that they could not adopt at any cost. This kind of disagreement made them having problems with such people, who organized frequent attacks against them. However, this came into a climax some years later when the majority of these natives decided to launch an operation to fight for their conquered land. For instance, Smith was forced into a ritual by a tribe called Puwhatan, who almost killed him. This was a very shocking experience.
Even if I am an adventurer who admires the kind of beautiful scenes enjoyed by these explorers in the new land, I would not accept to accompany them during such visits. This is because it was associated with a number of risks that would jeopardize my life. They had to face a lot of challenges including meeting totally strange people with a unique kind of worldview that would automatically not accommodate them in their midst. Besides, there were many storms that caused a lot of fear to them. For instance, in 1615, Smith’s voyage experienced a great storm that drowned one of his crew members.
At the same time, there were lots of problems, like hunger and attack by the natives and other enemies. I can’t imagine being held hostage for months just like smith had been by the French pirates. This can actually stress me and give me a lot of psychological torture. Many of them were also attacked by the indigenous communities who subjected them to lots of harassments, beatings and even killed some of them. This coupled with the ravaging hunger in these places. I could not make it possible for me to part of such adventurous voyages.
Question three
The most admirable aspect of the life of these people is the way they stuck to their traditional beliefs. Both the natives and the immigrant groups held a large portion of their culture that they were not willing to let go whatever the circumstances. The way they were preserving their culture using the various literary methods really perplexes me. They could use oral traditions passed from generation to another. This was indeed the most important thing that could help in classifying them into two distinct groups.
The natives used oral tradition and always remained vigilant, when fighting for their rights. They fought for freedom to own land, be freed from forced labor and look for political and economic freedom. These actions occupied most of their work during the whole period up to the later centuries.
The Europeans were keen using the written methods to keep data. Most of their literary work was based on the economic prosperity and how well they could establish and maintain a full and permanent control of this territory that they though would change the destiny of their prowess in the international scene.