01:830:331 Chapter Notes - Chapter 6.2: Cooperative Learning, Information Processing, Lev Vygotsky
22 Mar 2017
School
Department
Course
Professor
Document Summary
Sociocultural perspective: the view associated with vygotsky that children"s cognitive development can only be understood by considering the cultural contexts in which children develop. Culture often defines which cognitive activities are valued: u. s. youngsters are expected to learn to read but not to navigate using the stars. Culture provides tools that shape the way children think skills depend on whether their cultures provides an abacus (calculator, pencil, paper, etc) Higher-level cultural practices help children to organize their knowledge and communicate it to others. Most u. s. schools students are expected to think and work alone rather than to collaborate. Culture penetrates human intellectual functioning and its development at many levels, and it does so through many organized individual and social practices . Vygotsky saw development as an apprenticeship in which children advance when they collaborate with others who are more skilled child development is never a solitary journey. Progress rapidly when they walk hand-in-hand with an expert partner.
