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Class 8: Vygotsky’s Social-Historical Theory (Have read Chap 10; video “Play”)
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 | Read Bandura but not Skinner for Tuesday
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| Read Attachment for Thursday
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| Read Bronfenbrenner and Epilogue for Saturday AND review/organize your green lecture notes.
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| I’ll be out of town until Tuesday
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| Check your quiz scores and essay scores! Do I have it right? Note: final grades are difficult to estimate as you make up your lowest quiz and essay score.
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| Note: I would recommend taking notes on video questions as they may help you with the essay question.
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 | Video 1 (25 min) PLAY: A VYGOTSKIAN PERSPECTIVE: How did Vygotsky view play
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| Contrast how Vygotsky viewed play compared to Anna and Sigmond Freud viewed play
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| Psychodynamic: Children act out fantasies
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| Vygotsky: Learning to defer gratification in order to eventually master environment; represent something symbolically
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| Piaget thought children have stages in play: what are they
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| Stage 1…Practice play (motor skills) SENSORIMOTOR
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| Stage 2…Symbolic play (pretend play)
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| Vygotsky: BUT fantasy play has rules!
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| Play varies by societies; traditional = pragmatic; modern societies more involved in self-regulations and social relations
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| Be able to describe ZPD in terms of play
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| Lower level? Independent performance
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| Would Vygotsky agree with biologists that non-human animals “play”? Why or why not?
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| True play not until toddlerhood
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| How should caregivers foster play according to followers of Vygotsky’s theory?
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| Dinner! Note: because video is due we need to show video first then quiz after.
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| Special Quiz: Don’t Panic; You might Like It
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| Note: Quiz is printed on both sides of the page
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| Step 1: Take quiz WITH NO NOTES, TEXT OR TALKING; answer on your white quiz sheet. TITLE YOUR WHITE QUIZ SHEET “INDEPENDENT”
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| Step 2: Take quiz WITH NOTES but NO TALKING OR TEXT; answer on your white quiz sheet. Call it SOME ASSIST.
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| Step 3: Take quiz WITH NOTES AND TALK TO YOUR OTHERS but no text; answer on your white quiz sheet. Please talk quietly so as not to disturb Step 2 and Step 3 people. Call it “FULL ASSIST”
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| Step 4: Complete your green sheets with the answers you are most comfortable with.
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| Introducing Vygotsky and his Orientation
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| Thinking is a product of natural maturation and the cultural and historical circumstances
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| Died young so hard to criticize parts of theory that were underdeveloped
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| Marx: progress, even in human thinking, comes from conflicting forces in society
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| Engel: PHYSICAL tool use expanded our cognition. E.g. speech helps us cooperating in making tools
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| Erikson: Maturation v. Social Expectations
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| Piaget: Assimilation v. Accommodation
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| Vygotsky: Intrinsic v. Extrinsic forces (OR CULTURE V. MIND)
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| Vygotsky: people create cognitive tools (signs) to master their own behavior
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| People don’t respond to environment; they respond to signs
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| Signs such as speech mediate between environment and behavior
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| Signs change with complexity of society (social history matters), e.g. nonliterate to literate societies
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| Example: Eric use example of street kids computing in Brazil
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| To understand how cognitive development happens need to understand culture
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| Young kids do not use them: WHY
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| Adults don’t seem to use them yet perform: WHY?
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| Vygotsky’s “law” from social interaction to internalization.
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| Piaget: egocentric speech reflects egocentrism and dies out
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| Vygotsky: “egocentric” speech becomes internalize
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| A curious experiment in a deaf class...
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| Conscience and Will power
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| Kids internalize prohibitions
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| The “brownie” experiment (Eric: show them the M&M video DELAY)
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| The space helmet experiment
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| 5-6 can just start to inhibit action (Eric: show them the first part of the COMPLIANCE video)
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| Does this help lead to the 5 to 7 age shift
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| Maturation of the prefrontal cortex leads to this inhibition? Example: the stroup test
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| What is the zone of proximal development
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| Performance with Assistance
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| Can we compute this with the quiz?
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| Examples from Fieldwork in the East Caribbean
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| Video 2 (25 min) LEARNING IN CONTEXT: Several experiments involving Vygotsky’s theory?
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| Eric: Start video at youths with computer
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| Experiment: Needle work vs. Engineering preparation
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| Experiment 2: Steering the Turtle
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| Eric: Stop video at the colored tiled cubes; don’t view the novice - expert studies
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| Preview of Bandura’s Social Learning Theory
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| Skinner & Watson: Behavior is shaped by reinforcement
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| Why should we base our theories on something we can’t observe like thoughts, aspirations, mental models, etc?
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| Bandura’s Social Learning Theory (COGNITIVE BEHAVIORIAL TRADITION)
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| Television and aggression
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| LOW PRIORITY. Video 3: USING WHAT WE KNOW Piaget on school classroom (Eric: Only show this if there is time; otherwise preview Bandura)
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| Start at children with marbles
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| What is Principle 1: Fluency before Accuracy mean?
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| What is Principle 2: Kids process information at different stages of development?
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| What does Principle 3: Horizontal elaboration procedes vertical elaboration mean?
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| Why follow Principle 4, document pupil progress?
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| Essay Question: FEEL FREE TO ALSO USE NOTES ON PIAGET. TAKE BREAK, ETC.
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| In what ways did Vygotsky and Piaget agree and disagree on how children should be education? Describe clearly and fully at least one area of disagreement and one area of agreement. Provide specific examples. Lastly, do you agree with one more than the other? Why?
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| Reference to Book if Possible
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| Put in orange GRADE ME folder up front
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