Part 2
The new baby is a playful learner that is discovering their own body movements, family and surroundings. They are in the sensorimotor stage according to Piaget. “Toes, what fun they are to touch!”
As the baby gets older peoples faces and voices are playing a role in their social development. The playful learner might even recognize the sound of their name and respond with a smile. Pointing soon follows. Both are a baby’s way of communicating with their parent. Talking with a speechless baby is an on-going experience that sparks the baby brain to learn. Here’s more information from another theorist on a child’s learning development and what one can do to help.
Vygotsky’s Sociocultural Theories
Lev Vygotsky (1896-1934) was a psychologist who stressed a different way of thinking about child development than Piaget, a Sociocultural Theory. It places an emphasis on community, culture and language. He believed that infants were born with these four elementary mental functions: attention, sensation, perception, memory. These change through interactions with society to higher mental functions as a child grows. He stressed that language is the critical mental tool that influences the shift from elementary to higher mental functions.
Vygotsky is well-known for his mental development theory called Zone of Proximal Development (ZPD). That certainly is a mouthful, and one may question its importance. Here’s the secret–it’s something that parents, teachers and other family members may already be doing instinctively. ZPD refers to the learning capabilities of a child. No matter the age, understanding it will impact a child’s cognitive and social development.
Vygotsky breaks his ZPD theory down into these three parts. The first is knowing what the child can do successfully alone without help- the known. The second is the space between what a child already knows and what one is helping them to learn – that’s called “the ZPD” or “the ZONE” for short. Vygotsky further expressed that a key person, known as the More Knowledgeable Other (MKO) is needed to provide guidance while the child is in the learning zone… The MKO may be a parent, teacher or family member, one who already has acquired the skill to be learned. The MKO has a want to help the child learn this specific task/skill in a positive manner. Third part is the potential outcome, the goal to be reached. This is attained from the social interactions between the MKO and the child “in the ZONE”. The child unaided can now demonstrate their accomplishments. The skill is done independently.
Vygotsky further concluded scaffolding needs to be present in “the ZONE”. Scaffolding is best described as providing easy steps or tools for success. Visualize a painter whose job is to paint the exterior of a tall building. He uses the support of scaffolding to complete his job of painting the higher parts of a building. Once he no longer needs that support- scaffolding, it’s removed. Another example is trying to learn to ride a bike — in “the ZONE”, training wheels are used for support when learning to balance etc.. Once the wheels are off, the child has left “the ZONE” and moved into ” I am doing it all by myself!” space.
What form of scaffolding one uses depends on the specific learning goal. Scaffolding or the supports in “the ZONE” may be as follows: modeling- showing how it’s done, small steps-task broken into smaller pieces, encouraging words throughout, etc. The MKO monitors their accomplishments and reduces their support as the child moves from “the ZONE” into producing the desired outcome without assistance.
Zone of Proximal Development (ZPD-the ZONE) at Work
Keep the special sweet spot of learning in mind — ZPD – “the ZONE”. It’s where for the learner impacts the child’s ability to be successful. If a child is asked to attain a skill far outside their reach, learning may be impaired. Small nudges or challenges within their ZPD allow them to move forward in attaining their goal. Acknowledge their successes whether big or small; thereby, creating a want to learn and do more! Parents and caretakers are the influencers who are shaping a child’s developmental growth in all the domains.
Each baby has the desire to create a loving partnership with their parent. They are ready, willing, and able to begin making connections with their family and surroundings. Opportunities are everywhere for parents to provide guidance and social interactions with their playful learner.
Happy days to you,
Kylene
Play gives children a chance to practice what they are learning.”
“Mr. Rodgers,” — Fred Rodgers
Dearnly, Rachel, (2022), How Vygotsky Defined the Zone of Proximal Development, verywellmind, https://www.verywellmind.com/what-is-the-zone-of-proximal-development-2796034
Cherry, Kendra, (2024), Influences in early years: Lev Vygotsky, Explore Psychology, https://www.explorepsychology.com/piagets-stages-cognitive-development/
Mcleod, Saul, PhD, (2024)), Piaget’s Theory And Stages Of Cognitive Development, Croner-i, https://app.croneri.co.uk/feature-articles/influences-early-years-lev-vygotsky#:
Sample, Ima, (2004), Comparing Piaget and Vygotsky, University of Iowa, Educational Psychology, https://www2.education.uiowa.edu/html/eportfolio/tep/07p075folder/piaget_vygotsky.htm#:
