ipl-logo

Lev Vygotsky's Cognitive Theory

938 Words4 Pages

“A strong sense of attachment, bonding, and belonging, and a feeling of being cared about characterize adolescents’ positive relationships with their teachers and their school (APA, 2002). Students are more willing to engage and give their best attempts when they have a reason to - they feel like they matter and they understand that what they are learning is relative to their lives.
Math class has the opposite effect for Victoria. She recalled how from first grade her mathematical foundation was poorly established. She did not learn multiplication in her early grades of public school, she transferred to home schooling, and upon returning to public schools she felt like she was still catching up on the basics. For this reason she hated to do …show more content…

When asked who she looks up to she replied, “both parents, they have done well raising us, taught us about the world, they are not over controlling and let me learn from bad decisions” (Victoria 2018). In Lev Vygotsky’s cognitive theory he identifies an MKO (most knowledgeable other), a person with more knowledge than you in a particular area , as a key cultural influence (Triplett, as cited in Vygotsky, 2016c). For Victoria to have adults to look up to, be supported by, and feel acceptance from lends to positive development in her cognition, emotion, and intellect. This is very important as teenagers “are searching for adult identity and acceptance” (California, …show more content…

Vygotsky’s cognitive theory emphasizes “individual development could not be understood without reference to the social and cultural context within which the individual was embedded” (Triplett, 2016). Throughout the events recalled, it is evident that Victoria’s world is shaped by experience and influence. In general it is nearly impossible to fully understand a person, nonetheless one going through adolescence, without knowing where they are coming from socially, culturally, and developmentally. For those who work with or intend to work with adolescents it is imperative that you form a relationship first, one in which you take the time to show care and interest in what’s important to them so that they can reciprocate by wanting you to accept

Show More
Related
316 Words | 2 Pages

The last thing that shows the positive relationship between teacher and student, is When

Read More
683 Words | 3 Pages

Nevertheless, with time and experience, Gloria realized that parents' resistance to this decision was based on their unwillingness to let the child away from home and family roots, which were important for each branch of the heritage. Basically, her parents discourage Gloria's academic goals by insisting on the fact that books would not make her a

Read More
1106 Words | 5 Pages

“A teacher in the local school refused to let Susan learn long division as that subject was not considered appropriate for girls during that era” (“Anthony, Susan B.”). Anthony’s father responded by taking Anthony out of the school and finding a private tutor for her. Later, in

Read More
109 Words | 1 Pages

Daniel Siegel in his book Brainstorm: The Power and Purpose of the Teenage Brain (2013), suggests that the unique emergence of the adolescent mind can help create qualities that assist teenagers to navigate those often-troublesome years. Siegel argues that by better understanding the development of the brain, adults who work with teens can be more adept at putting some of their behavior in perspective. Siegel, a clinical professor of psychiatrist at the UCLA Medical School and an author of books and articles about children and parenting, points out that an adolescent’s brain growth has both upsides and downsides, and these are illustrated in four key features of adolescent development:

Read More
951 Words | 4 Pages

INTRODUCTION OF THE THEORY Cognitive dissonance theory is a theory that developed by Leon Festinger in the year of 1957. Leon Festinger was an American social psychologist. He is well known for cognitive dissonance and social comparison theory. He was born in Brooklyn New York City on May 8, 1919. Leon Festinger finished his high school life in Boy’s High School in Brooklyn and finished his degree in psychology in City College of New York in 1939.

Read More
1106 Words | 5 Pages

Teachers get to know their students very well. Since students in middle school are going through physical, social, and psychological development that could affect their academic performance, it is important to have teachers who really get to know their students. Every learner has different needs and teachers need to take into consideration the individual learning needs of students in order to help them succeed. Since the four teacher share the same students they are able to discuss the needs of their student in order to develop strategies and programs that may help the student. This assures that no student falls through the cracks.

Read More
794 Words | 4 Pages

The Trump administration may think that United States (hereafter US) bases in the East Asian region is not mutually beneficial, but simply a parasitical relationship. Numbers, statistics, and data however, beg to disagree. Even from a logical standpoint of diplomacy, the US benefits a great deal by having its military bases in the region. The President-elect is considering the act of withdrawing our troops if these countries “don’t do their part” but political experts concur that these countries indeed do and exceeds what is expected of them. While there is a semblance of one-sided relationship wherein the US provides service, but receives nothing in return, the following paragraphs of facts and logic may convince the President-elect that having

Read More
481 Words | 2 Pages

As an early childhood educator, my job is to create a learning environment in which my students can succeed to their highest potential. I believe that one of the most important ways to do this is to create relationships with your students and in turn, model how to form meaningful relationships among other students in the classroom. In other words, it is important to me that I create a safe, welcoming, trustworthy community in the classroom. Having this type of environment supports the success of each student. It is astonishing to see how chaos and disorder in the classroom, due to lack of respect for one another can have dramatic effect on learning.

Read More
775 Words | 4 Pages

Introduction “Learning is not development; however, properly organized learning results in mental development and sets in motion a variety of developmental processes that would be impossible part from learning. Thus, learning is a necessary and universal aspect of the process of developing culturally organized, specifically human, psychological functions” (Vygotsky, 1978, p. 90). The Russian psychologist of the early twentieth century, Lev Vygotsky, laid down the foundation for an entire school of thought to later be known as the socio-cultural perspective on human development. Vygotsky differentiated himself from other psychologists of the time by placing an emphasis on societies influence on development and the processes by which development

Read More
459 Words | 2 Pages

In addition to positivity, mutual respect is an important aspect of a successful educator and can be tackled in many ways during teacher-student interactions. The simple act of listening beginnings to create positive relationships with students and allows them to feel a sense of belonging. Creating an environment of kindness, caring and accessibility allows students to see that their teachers are

Read More
807 Words | 4 Pages

Jean Piaget, known for his interest in the Epistemology in children is seen as the pioneer of Developmental Psychology. Piaget 's Cognitive development theory led to a great deal of research work in the field of educational philosophy . But in the discipline of Psychology, every theory has been faced with a counter theory or an alternative. So is the case with Piaget 's theory. Lev Vygotsky, a soviet psychologist came up with the socio-cultural theory, which is another strong theory emphasizing child development and is seen as a major counter theory to Piaget 's work (Saul McLeod, 2004).

Read More
1183 Words | 5 Pages

Learning Theory and The Role It Plays in Education Introduction Learning theories are used every day in classrooms all over America, educational theorist Lev Vygotsky, Jean Piaget, Benjamin Bloom and Jerome Bruner introduced constructivism and social constructivism theories (cognitive development, social development, and developmental). The theories developed by Vygotsky, Piaget, Bloom, and Bruner share similarities and differences, and throughout the years have been compared for educational discoveries. Learning theories are extremely important for educators, because learning is an active process. Theorist/Theory #1 Lev Vygotsky and the Zone of Proximal Development (ZDP), is the belief that students learn from adults who are more advanced

Read More
716 Words | 3 Pages

1. Please provide an example of how you nurture the competencies of children:  As educators, we strive to build our students to be responsible, and active lifelong learners. In order accomplish this, we must build meaningful relationships with our students, be excellent role models and allow our students to become critical thinkers. A good teacher is someone with whom you can trust, respect and build a relationship.

Read More
1431 Words | 6 Pages

Case in point, interactions in the middle of students and teachers can make expectations on both parts. The teacher starts to expect certain behaviors from students, which thus can really make that very behavior. This is known as the teacher hope impact. For instance, if a White teacher anticipates that a dark student will perform beneath normal on a math test when contrasted with White students, after some time the teacher may act in ways that urge the dark students to get underneath normal math scores. As per symbolic cooperation; there are many viewpoints to education that can influence what and how a youngster learns.

Read More
1205 Words | 5 Pages

Student Characteristics Influencing the Teacher Relationship Koles, O’Connor, and Collins suggest that student characteristics appear to determine the quality of teacher-student relationships more than teacher characteristics. In terms of gender, research has identified that boys at all grade levels have poorer and more conflictual relationships with teachers than girls. That challenges with students such as disruptive behavior prevent close teacher-student relationships from developing might be the most obvious factor. Students with chronic behavior problems tend to be on a trajectory of continuous poor teacher-student relationships throughout school.

Read More

More about Lev Vygotsky's Cognitive Theory

Related Topics

Open Document