Lev Vygotsky was a Russian psychologist. In particular, he studied the process of children’s assimilation of new skills and knowledge, and his theory turned out to be very interesting for the teachers of the West. Vygotsky's ideas in their important aspects agree with the intuitive understanding of teachers of the process of training and learning. These ideas, in particular, question the approach involving the separation of pupils in the learning process and on the basis of ability. Vygotsky believed that the interaction of students with different abilities and accomplishments plays a significant positive role in the development of cognitive and emotional spheres (Terwel, 1999). I like the ideas of Vygotsky and I am convinced that when the teacher understands the logic of those provisions, which expresses this psychologist, the use of integrative learning becomes clear and irrefutable.
Vygotsky believed that the assimilation of the new is one form of social activity. The most effectively people can be trained in the company of other people, engaged with them. Among these people, there are teachers, parents, classmates, and several others, who know even a little more about what student is studying (Liu & Matthews, 2005). Assimilation of new material should not take place in isolation; it is based on a reflective discussion of the problem, at least with one partner. Limiting the ability to communicate with more knowledgeable people, such as classmates, through the establishment of special schools can do only harm to the process of assimilating new knowledge.
If the students are doing most of their work themselves, their development may be slowed down. To develop efficiently, students should work together with more experienced classmates that would lead them up to solving problems that are more complex. It is the main argument in favor of the class organization so as it facilitates interaction of the "special" child with other students who might be his assistants (Hodson & Hodson, 1998). Of course, it is important to interact with adults. However, the other kids in his class or school can be a great resource for help. Vygotsky believed that children could support and help a classmate when they know more than he does. With the help of a teacher or another adult, classmates can create a lively and relaxed learning environment for students with special needs.
Known to many teachers is the method of the partition of process of mastering new material into the steps, when at each of the steps work is built consistently with the gradual decrease in the degree of support (Pass, 2004). Although the name for this technique (scaffolding) was invented by American psychologist Jerome Bruner, this is the basic approach to teaching that is derived from Vygotsky's ideas.
Digestible content knowledge and skills are determined by the culture of society, family and school. One of the most important ideas of Vygotsky in his theory of learning is the focus on the cultural nature of this process. What is studied should be important to the culture. Process of learning is facilitated by three new intermediaries: material objects (or images), language, and behavior of others (Hodson & Hodson, 1998). The word "intermediaries" (or "mediators") sounds like something complicated, but it is actually very simple. The basis of this term is the understanding that any culture helps to climb from one level of cognitive and emotional abilities to another through the use of any specific support mechanisms and the reactions of others to their usage.
Material objects are images of specific objects or the objects themselves, which teachers and their students use during lessons. Language is a tool that helps to move from concrete things to abstract concepts. The process of this transition is largely dependent on social interaction. Words are used to help the student climb the stairs of mastering knowledge (Terwel, 1999). Initially, it will take some time until teachers are sure that the student is able to perceive and understand the language, in which they present the new information. This period will vary from student to student, and this process should not rush. During the training, rush is not the best helper. The main thing is to make sure that the student perceived and understood the meaning of new words. If you watch how the child reacts to what you say, you will see whether he perceived and understood the new words and terms (Pass, 2004). The next step is to give the student an opportunity to use the language in the process of further training.
Initially, children learn to use words in situations of social interaction; first, they react to other people's words, and then use the words in interpersonal communication, trying to attract attention or to direct actions of others (Newman & Holzman, 2013). Subsequently, they will be open to use words and language to guide their own actions. This method allows teachers to determine how the student understands the task. Expression of thoughts aloud helps to make a big step toward the successful control over their actions and influence the actions of others. Of course, speaking about students with disabilities, it should be noted that the spoken language might not be suitable for the expression of their thoughts. Alternative speech dialogue can serve as signs, symbols, letters, written in block letters, and other forms of expression.
Everything discussed above brings us to one of the major achievements of Vygotsky - the idea of the zone of proximal development. This idea is that all the knowledge that can be taught is divided into three parts. First is something that the student already knows. Even a child with the greatest learning difficulties knows something (Hodson & Hodson, 1998). Level of knowledge can be well below the level of knowledge of another student, but all students master this knowledge. It also has value, and should not be belittled just because others have learned the same earlier and with greater ease.
The third part is what is absolutely unknown to us. We all have something to learn. The term lifelong learning is popular among educators, reflecting very well this area of knowledge. Between the first and third parts, there is the second and most important. It is the zone of proximal development, an area in which learning takes place. For a child, it can be an exciting adventure area, or zone of constant failures. What it would be for him is up to the teacher. His pace should be suited to each student. If he goes too slowly, training will not move forward. If he goes too fast, the student will be depressed and overwhelmed.
For a teacher, his student is in the zone of proximal development, and needs his leadership to move forward (Newman & Holzman, 2013). The title of teacher is deserved as much as he will provide this guide to the student. According to the theory, everything that happens in the zone of proximal development reflects the culture. No matter at what level the student is and what task the teacher needs to perform; it is important what the culture dictates. Dynamics of what is happening in the zone of proximal development has a social character. While the act of mastering new material may be targeted at the expansion of educational sphere, it contains the emotional components that arise in the process of social interaction of teacher and student.
Any activity in the zone of proximal development plays the role of facilitator. Teacher’s intermediaries are material objects, language and behavior. Time spent in the zone of proximal development depends on how much time the student spends to accept and absorb new information. Moreover, it is not a question of speed, and depth perception. Once the information is assimilated to an acceptable level, the student moves from the zone of proximal development in the zone of the unknown (Pass, 2004). Development took place, and on the horizon, there is the new knowledge. Assimilation of the new is a process during which the student uses what he already knows to learn something new, is going at a pace that is acceptable to him. Once the student masters the new knowledge, he takes a step forward and approaches what is not yet known. Every act of assimilation of new material is a step forward, and it should be treated respectively.
Zone of proximal development phenomenon indicates leading role of education in the mental development of children. Vygotsky wrote that education is only well when it comes ahead of development. Then it awakens and brings to life the many other functions lying in the zone of proximal development. In relation to school, this means that training should focus not so much on the already matured functions, passed cycles of development, but rather on the ripening functions (Newman & Holzman, 2013). Learning opportunities are largely determined by the zone of proximal development. Education, of course, can focus on the already completed development cycles – it is the lowest threshold of training – but it can cater for functions that are not mature at the zone of proximal development that characterizes the highest threshold of training. Between these thresholds, there is the optimal period of training. Education should focus not on yesterday, but the next day of a child's development. Education with a focus on the zone of proximal development can lead the development forward, for what lies in the zone of proximal development, at the same age is transformed, refined and moves to the level of actual development in the next age, on a new age period. Child in the school performs activities, which are constantly giving him the opportunity to grow. This activity helps him rise above himself.
Like any valuable idea, the concept of zone of proximal development is of great practical importance for solving the issue of the optimal timing of training, and this is especially important for all children in general, and for each child. Zone of proximal development is a symptom criterion in the diagnosis of children's mental development. Reflecting the area that is not yet ripe, but maturing processes, the zone of proximal development gives an idea about the internal state, the potential development and on this basis allows teachers to make scientifically based prediction and give practical advice. Determination of both levels of development - actual and potential, as well as the zone of proximal development - together what Vygotsky called normative age diagnosis in contrast to symptomatic diagnosis, relying only on the external signs of development (Terwel, 1999). An important consequence of this idea can be considered that the zone of proximal development can be used as an indicator of individual differences in children.
Thus, the basic ideas of Vygotsky can be summarized as follows: Assimilation of new material is a social activity, carried out in the student-teacher interaction. The role of the teacher can be played both a professional and a parent, classmate, or any person who knows more than the student, who can convey his knowledge. What student must learn can be divided into steps, depending on the abilities of the student. Specific objects and materials, language and behavior of people interacting with students can help in teaching.
These ideas of Vygotsky found their empirical development in many experimental studies of representatives of his school. To test the main provisions of the constructivist theory, Vygotsky and co-workers developed the double stimulation technique, which was modeled using sign mediation process, tracing the mechanism of in-building signs in the structure of mental functions - attention, memory, and thinking (Newman & Holzman, 2013). Particular consequence of the theory is important for the theory of learning provision for the zone of proximal development.
Vygotsky sent the psychologist thought in the following direction to implement a program of cultural-historical theory. To do this, it was necessary, first, to analyze and specify the sequence of external social content, which acquires or develops to assimilate people. Secondly, it was necessary to understand the effect of the mechanism of interiorization. Third, to characterize the peculiarities of internal contents (mental processes and structures) and their logic as if immanent development, which is in fact, according to Vygotsky, a cultural and biological fusion.
References
Hodson, D., & Hodson, J. (1998). From constructivism to social constructivism: a Vygotskian perspective on teaching and learning science. School Science Review, 79(289), 33-41.
Liu, C. H., & Matthews, R. (2005). Vygotsky's Philosophy: Constructivism and Its Criticisms Examined. International Education Journal, 6(3), 386-399.
Newman, F., & Holzman, L. (2013). Lev Vygotsky: Revolutionary Scientist (Classic Edition). Psychology Press.
Pass, S. (2004). Parallel paths to constructivism: Jean Piaget and Lev Vygotsky. IAP.
Terwel, J. (1999). Constructivism and its implications for curriculum theory and practice. Journal of curriculum studies, 31(2), 195-199.
