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chpt 2 different learning theories ('development' (what is '…

- - - - physical development
      - brain development
      - emotional
      - cognitive
- - - - cultural tools and cognitive development
        
        physical tools
        
        printing presses, rulers. computers
        
        symbolic and psychological tools
        
        language, formula, numbers, maps, codes
        
        the essence of cognitive development-mastering the use of psychological tools like language to accomplish advanced thinking and problem solving
        
        language- the most important
        
        conceptual tools
        
        theories, literature
        
        more abstract
        
        develop a 'cultural tool kit'
        
        receive the tools from their cultural
        
        by using them, develop a understanding of the world
        
        hence the understanding differs from person to person
        
        three ways to pass them
        
        instructed learning
        
        collaborative learning
        
        imitative learning
      - the role of language and private speech
        
        shared social symbol
        
        private speech
        
        receive instructions
        
        mutter aloud to act like you have received intructions
        
        mastering it, use it as a thinking process
        
        eg. the little girl trying to find toys, later speaking our aloud to instruct herself to memorize the place of the toy
      - ZPD
        
        not yet matured but are in the process of maturation
        
        dynamic and changing
        
        the area where instruction can succeed
        
        assisted learning
        
        scaffolding
        
        then encouragement
        
        allow them to solve on their own eventually
        
        Q 但是这样和Piaget的ready to learn 又不太一样？
      - social sources of individual thinking
        
        first: interpsuchological
        
        co-constructted
        
        then: intraphychological
        
        private speech
        
        helps to eventually function independently
        
        harder problem - return to muttering aloud
        
        a sign of student needing help
        
        language is essential during process
        
        hence social interactions are important
        
        the origin of higher mental process
        
        cognitive development is fostered through interactions
    - - limitations
        
        only general ideas since he die young
      - compared with Piaget
        
        Piaget: active development
        
        then learning
        
        hence learning is dependent on the stages
        
        eg Genevan and Swiss
        
        Vygotsky
        
        active learning
        
        don't have to wait for readiness
        
        in a way, mental development is not possible without learning
    - - in the way that Piaget's stages reflects culture expectation
      - You cannot understand if you taken them apart from the cultural setting
      - interactions create disequillibration
        
        cognitive conflicts - encouraging
    - - learning through interactions
        
        as from interactions we learn the way of thinking and then internalize it
        
        first the interaction between people
      - cognitive development- focus more on the way they think
        
        not what they know