A theorist named Lev Vygotsky observed and analyzed the relationship between children’s play and learning. According to Vygotsky, children are actively involved in their learning process (Tassoni 2007:70). He compared the process of children’s play and learning to scaffolding, where children receive support and guidance while still having the freedom to make their own choices to some extent. Vygotsky’s theory provides a framework for practitioners to understand how children learn without excessive encouragement, allowing them to identify a child’s preferred learning style.
The ability to observe children playing without instructions highlights how they exercise autonomy in their choices. An example supporting Vygotsky’s theory is evident in Camron’s behavior. For instance, he engages in play with girls if he is instructed to do so, perhaps during physical education. However, during his break time, he deliberately avoids them. This behavior demonstrates Camron’s understanding of personal preferences in socializing and the recognition that certain actions must still be undertaken despite personal desires.
Camron demonstrates his understanding of what a girlfriend is, as well as the components of a relationship and the appropriate age for a healthy partnership. He acknowledges that his current relationships are not serious. According to Vygotsky’s theoretical framework, social interaction is crucial in a child’s development of comprehension. Vygotsky states that every function in a child’s cultural development occurs twice: first on a social level and later on an individual level. Initially, these functions occur between people (interpsychological) and then manifest within the child (intrapsychological).
This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals. ” (p57). Accessed on 11/11/09 http://tip. psychology. org/vygotsky. html A second aspect of Vygotsky’s theory is the idea that the potential for cognitive development depends upon the “zone of proximal development” (ZPD): a level of development attained when children engage in social behavior. Full development of the ZPD depends upon full social interaction.
The skills that can be developed with adult guidance or peer collaboration are greater than what can be achieved alone. Camron indicated that he disliked interacting with girls or playing with them due to their differing ideas about what games to play. Therefore, I believe he has not fully developed an understanding, considering that the boys seem to believe that boys and girls cannot play together. Vygotsky’s theory aimed to explain consciousness as the eventual result of socialization.
In the realm of language learning, our initial interactions with others are aimed at communication. However, once we become proficient, these skills are internalized and enable us to engage in “inner speech”. Vygotsky’s theoretical framework complements Bandura’s ideas on social learning and is a crucial component of situated learning theory. This information was accessed on 11/11/09. Vygotsky’s emphasis on cognitive development aligns closely with the theories put forth by Bruner and Piaget.
