Vygotsky's view of psychological development

This is a mind map about Vygotsky’s view of psychological development. Vygotsky’s view of psychological development is a theory of the socio-cultural and historical school. He emphasized the socio-cultural origin of psychological development, and the relationship between individuals and adults. In the process of communication, by mastering the tools of advanced psychological functions - language and symbols, the process of transforming psychological functions from low-level to high-level.

Edited at 2024-03-06 09:51:30

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Vygotsky's view of psychological development

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Vygotsky's view of psychological development

Cultural-Historical Development Theory

To explain those advanced psychological functions that are essentially different from those of animals

The essence of development

On the basis of low-level psychological functions, the process of gradually transforming into high-level psychological functions

sign of development

(1) Random functions of mental activities

(2) The abstract generalization function of psychological activities, that is to say, various functions are advanced due to the participation of thinking (mainly abstract logical thinking)

(3) The relationship between various psychological functions is constantly changing and combining, forming an indirect psychological structure mediated by symbols or words.

(4) Personalization of psychological activities

reasons for development

First, it originates from the development of cultural history and is restricted by social laws.

Second, from the perspective of individual development, in the process of interacting with adults, children master the tools of advanced psychological functions - language and symbols as an intermediary link, allowing them to form various new psychological qualities on the basis of low-level psychological functions. function

Third, advanced psychological skills are the result of continuous internalization

The relationship between teaching and development

zone of proximal development

Level 1 is the current level of development, which refers to the level of problem-solving a child has achieved when acting independently. The second type refers to the problem-solving level reached by children with guidance, that is, the potential gained by teaching children. The difference between the two is the zone of proximal development.

Teaching should be at the forefront of development

Teaching can be defined as artificial development. Teaching determines the development of intelligence. This determining role is not only reflected in the content, level and characteristics of intellectual activities, but also in the speed of intellectual development.

Best time to study

If teaching is divorced from the best age for children to learn a certain skill, it will be unfavorable from a development point of view, and it will cause obstacles to children's intellectual development. Therefore, starting a certain kind of teaching must be based on maturity and development, but more importantly, teaching must be based on the psychological functions that are beginning to form, and be in front of the formation of psychological functions. (critical period)

internal chemical theory

Internalization refers to the absorption of observed knowledge from the social environment so that it can be utilized by the individual. In the internalization process of children's cognitive development, the role of language symbol system is crucial.

Vygotsky believed that psychological development results from the use of cultural tools in social interactions and the process of internalizing and psychological transformation of such interactions.

Educational inspiration

Scaffolding teaching.

Guided cooperative learning.

Applied to situated cognition theory and its teaching model.

Pay attention to the influence of social culture on children.