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Vygotsky's Influence On Child Development

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In day to day living, especially in this day and time, the progression of the child or children is the utmost concern of most caretakers, other at home family and without a doubt the main parents or guardians of the child in question. Everything is done with the best ability and knowledge of the mentioned above persons in order for the child or children to make sure that they are moving along at the proper or excelling at the rate of obtaining the skills needed to move on to the next step in living their lives independently, to get other concepts down that will be helpful later on in life or even just being able to go from crawling to walking is a huge stage in development. No matter what development is always monitored in the child and that …show more content…

Scaffolding, according to Abbott, who is the editor of The Glossary of Educational Reform, is a variety of techniques used to help a student or students to move on at the proper or excelled pace for stronger and deeper understanding and having greater independence of the learning process. In short scaffolding has been and continues to be a gigantic impact and wise move made in the school system and by teachers who truly care about their students go to infinity and beyond in their learning and education. Scaffolding is very closely related to Vygotsky’s ZPD which stands for Zone of Proximal Development Santrock (2011). The ZPD shows the range of ability, skills and other tasks that the child, children, or students can perform on their own without out an adult or a guide by the student’s side to help them Santrock (2011). In this case this is will be the classroom and the students and how well they can perform what is taught to them, if they can understand will little to no help and even tested what the classroom grades would look like. If one student struggles with a certain area, like math, for example, then the teacher should set time aside and explain in a way that can be understood for the student. It should also be noted that not all students will grasp concepts in the same way. Bob may understand a math or science problem the way it was taught out loud in class, but Susie may get it in a complete different way when the teacher has a one on one with her and come up with a different way for Susie to

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This conforms to the notion of “hand over principle”, Dunphy and Dunphy (2003). When the students work independently, the teacher should have his strategies to deal with frustrations ready. He has to make sure that the contents of the task fall within the students ZPD and a good interaction with the students is provided, Wood, Bruner and Ross (1976). Students should be given meaningful feedback which is a very crucial point, particularly a verbal one as it allows a dialogue through talk. Misunderstanding can be picked up and addressed.

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I think that Reinhart is exactly right when he says that a student should do the explaining and the teacher should be the listener. Although I know that this would be an effective strategy to use in my future classroom, I do think that this technique will be difficult to master. Being able to ask open-ended questions, process questions, and have patience to wait for a student to raise their hand and answer those difficult ones would probably be the hardest techniques for me to master. Although I know that it would come through consistent implementation and practice. Reinhart explains that through this technique, the teacher and the student must reverse the roles of the typical classroom; the teacher must become the listener and the student must become the explainer.

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You have to consider the parents. While you are trained to see the development barriers and recognize them, as parents they only see their baby. Continuously bringing up concerns or making suggestions could come off a little offensive. You should consider the condition of the child because his situation has a lot of unknowns.

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One of the important things that parents should know is that each child is an individual and may meet developmental milestone earlier or later than his peer. Then we know there is a period of time that most children will meet a milestone. For example, a child will learn to walk anytime between 9 and 15 months of age. I think that any child who reach his milestone in the normal time frame, will have the

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Explain the factors that need to be taken into account when assessing development: When assign children and young people sensitivity and accuracy needs to be taken into account. The following factors have to be considered: • Confidentiality It is usual and best practice to receive permission/consent from the parents/carers allowing you to carryout an observation on their child. Most parents consent to this but they usually do not want other parents or people that have no involvement with their child reading any reports. It is important not to leave any notes or records where they might be seen by others.

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All children must have their personal needs met by Practitioners. The care towards a child’s learning is crucial for their academic mindset; children must be challenged with work to improve their intelligence in the future. However, they must be helped if there is a gap in their learning development. It’s important to identify the care a child needs; this may be speech therapy or extra maths sessions. For Practitioners there are guidelines to suggest to them what levels the children are working at this is called the ‘Early Years Outcomes Guidance’ this will go on their reports and later help the teachers/practitioners/parents challenge their child to their full potential.

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Scaffolding techniques are the means by which the more knowledgeable other, a teacher, guides the learner within the learner’s own zone to reach a greater understanding and mastery of the task. The teacher can give verbal cues to help Sofi or provide her with a stronger pair of scissors. The teacher can also provide her with different materials to work on. Encouragement and praises may also help Sofi to gain confidence in completing the

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In teaching you shouldn’t individualize instruction based on each student, you should differentiate instruction. What I mean about differentiating instruction is that if you have a classroom from either various backgrounds, students with learning or intellectual disabilities, language impairments, english language learners, or gifted, etc it would be helpful to group students from different skills so each student can learn something different. Nevertheless, while I was observing the teacher would have the students sit in a circle and he would review the lesson that they studied the day before as a group. An example of the types of lessons would be the following; alphabets, the colors of the rainbow, and the article in grammar,etc. Learning as a group helped the students learn differently.

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Furthermore, with the scaffolding (refering to a variety of instructional techniques used to move students progressively toward stronger understandings) of educator’s, the Latinos(as) were able to gain knowledge in how to

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It is vital to monitor a childâ€TMs sequence and rate of the developments in order to determine what type help they may or may not need in future. Each child in care could be recorded all areas of developments. Through the reference of the sequences, monitor what children can or cannot do at a specific stages in their lives. As said, while most children follow the same common pattern of development, they may reach the milestones at different ages, depending on each of the individual childâ€TMs ability and a range of personal and external factors that may affect them. The order in which the development of children would happen and the speed in which it would happen are

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They can actually take the time and talk about what the teacher did wrong and what to continue doing what helped the student learn better. Also just showing the student that you would take the time to sit and talk about what they can do to make them learn better. It can also

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According to the Glossary of Education Reform, Instructional Scaffolding used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. The term itself offers the relevant descriptive metaphor: teachers provide successive levels of temporary support that help students reach higher levels of comprehension and skill acquisition that they would not be able to achieve without assistance. Like physical scaffolding, the supportive strategies are incrementally removed when they are no longer needed, and the teacher gradually shifts more responsibility over the learning process to the student. Scaffolding is widely considered to be an essential element of effective teaching, and all

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Introduction As most people know scaffolding is a temporary structure which aids in construction work for workers to build or repair buildings. The scaffolding will be removed once the building is able to support itself. In a learning context, the metaphor of scaffolding was first introduced by Wood, Bruner, and Ross in 1976. The same as the builders, teachers provide temporary support to help learners to develop new concepts, new skills, and new knowledge. Once the learners acquire the skills, the teachers will remove the support.

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Piaget and Vygotsky provide their distinct differences in their theories; however they share many similarities. These two theorists expanded their beliefs in how they thought a child would progress throughout the years of growing. This brought many different opinions as well as some advantages to each of their theories. Some of the differences between the two theorists are derived from the theoretical experiences and language, culture, and education. Piaget and Vygotsky both shared a common knowledge from either having training or background as biologists.

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The child being able to sit, stand, walk, talk or even making gestures to communicate in which initiated and strongly coached by the adults at a specific month range; at some point babies and young children are made to do actions and gestures to entertain adults all merely to satisfy the adults expectations. To assess the child growth and development we should look at each child as a whole; taking in great consideration several factors in which affect their physical, mental, emotional, social and even medical well-being. These factors include: Perinatal conditions - is the state of health of the mother and child during pregnancy up to the time of the delivery. This includes congenital anomalies brought about by poor health and diet the child is receiving from the mother during pregnancy.

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