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Post by miluska7 on Oct 4, 2017 1:46:37 GMT
Rather than the more causal ideas constructed by Piaget and Binet about learning and intelligence having to do with a "zone of actual development"- intelligence based on controlled tests of the individual in an isolated environment. Vygotsky proposed the idea of the "zone of proximal development"- how the individual's ability to learn can increase to varying degrees on the basis of the social environment (eg. a teacher giving them learning aids/hints). The scaffolding is the degree to which the social external factors can help the individual to build on concepts and schemas- and to use the ZPD as a base foundation for learning and to perform at a higher level of development. This idea is important for Developmental Psychology studies because until Vygotsky, it had been widely accepted in North America that the only way to measure intelligence and learning development in children was by doing isolated tests based on the inherent capabilities of the individual (low degree of freedom), whereas in Vygotsky's hypothesis of ZPD and the social environment playing a key role in shaping the intelligence of youth there is a higher degree of freedom and ways in which the learning capabilities of children can be developed more successfully.
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