The effectiveness of Vygotsky’s constructivism theory
Vygotsky deems that the core determinant of cognitive development is culture. His theory about constructivism, knowledge results in additional development of cognition. He focuses on the real development mechanism and bickers that knowledge comes from the internalization of social activities. The key component of the theory is people’s interaction with the environment. Besides, two phenomena encompass this interaction.
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To begin with, People use language as well as social signs to alter the existing social interactions into cognitive functions between the minds and the environment. Lastly, a person with high intellectual development will use symbolic interaction. Therefore, Vygotsky’s theory is effective in developing the social and academic skills of an adolescent with learning and behavior disabilities.
Effectiveness of the theory on the development of social skills in an adolescent with behavior disabilities
Vygotsky’s constructivism theory is imperative in social skills development. This is because the theory value culture as a socialization tool. According to Ratner (2009), as people interact with the environment, they can modify it and benefit from it. On the contrary, the environment can make people change their behaviors so that they adapt to it. This is an important aspect of social skills development in adolescents with behavior disabilities (Schutz, 2010).
As the adolescent interacts with society, he or she is likely to change his or her behavior so that it fits the cultural context. For instance, an adolescent with an aggressive disorder can calm down to gain acceptance from society. On the other hand, the environment can force an adolescent to modify his or her behavior (Wells, 2009). This is due to the punishment that society imposes so that behavior change can take place. For example, when an adolescent receives punishment because of irresponsible behavior, a decrease in the probability of repetition occurs.
According to Vygotsky’s constructivism theory the society use language to adjust the socialization process (Berk, 2008). This means that communication is an important tool for behavior change. As a result, society needs to communicate with adolescents with learning disabilities so that they develop social skills (Cadoret, 2008). In this event, a mutual relationship is important so that the adolescents interact freely with society. Society can achieve this through guidance and counseling or rehabilitation programs. This will help adolescents with behavior disabilities develop social skills because they will have a chance of expressing themselves while adapting to the environment.
Effectiveness of the theory on the development of academic skills in an adolescent with learning disabilities
Vygotsky believes that cognitive development is imperative in learning. This is because people can acquire knowledge depending on their cognition levels (Brown & Campione, 2010). As a result, he came up with the zone of proximal development to characterize mental growth. The zone portrays an explosion between an individual real and prospective performance (Cobb, 2009). This attribute assists in developing academic skills in adolescents with learning disabilities. This is because it directs the tutor on the teaching techniques.
Vygotsky’s theory assists the teacher to realize the differences that exist in learning abilities among adolescents. This is because each adolescent with a learning disability can only perform an activity on his or her own up to a certain level (Cole, 2010).
Additionally, the adolescent with a learning disability can also perform a specific task with the influence of a teacher up to a certain level. Thus, it is the responsibility of the teacher to determine these levels (Diaz & Berk, 2009). A successful determination of these levels leads to the effective and efficient development of academic skills in adolescents with learning disabilities. This is because the teacher will know what the adolescent can achieve on his or her own and what he cannot. As a result, the teacher will direct learning towards the findings.
Berk, L. (2008). Vygotsky Theory: The Importance of Make Believe-Play. Young Children , 47 (8), 30-39.
Brown, A., & Campione, J. (2010). Guided Discovery in a Community of Learners. Cambridge: Cambridge University Press.
Cadoret, J. (2008). Genetic Environmental Interaction in the Genesis of Aggressivity and Conduct Disorders. Archives of General Psychiatry , 152 (69), 916-924.
Cobb, P. (2009). Where is the Mind? Constructivist and Sociocultural Perspectives on Mathematic al Development. Educational Research , 43 (5), 13-20.
Cole, M. (2010). The Zone of Proximal Development: Where Culture and Cognition Create Each Other. Cambridge: Cambridge University Press.
Diaz, R., & Berk, E. (2009). A Vygotskian Critique of self Instructional Training. Development and psychopathology , 342 (31), 369-392.
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Ratner, C. (2009). The Historical and Contemporary Significance of Vygotssky Sociohistorical Psychology. American Psychological Association , 87 (4), 455-473.
Schutz, R. (2010). Vygotsky and Language Aquisition. New York: Springer.
Wells, L. (2009). Learning and Teaching “Scientific Concepts”: Vygotsky Ideas Revisted. Ontario: University of Ontario.