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Social interaction - Coggle Diagram
Social interaction
ZPD & MKOs
- Zone of proximal development (ZPD):
Vygotsky introduced the concept of ZPD, which represents the gap between what a learner can achieve independently and what they can accomplish with guidance from a More Knowledgeable Other (MKO), such as a teacher, parent, or peer.
- effective learning occurs within this zone
- in the learning process, MKOs provide support to learners to help them achieve task within their ZPD, This support / scaffolding is gradually withdrawn as the learner gains competence and independence
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Scaffolding
- structured support that adults provide to children as they learn new skills, including language
- support is tailored to the Childs current level of ability and gradually removed as the child becomes for proficient
Social Learning
- Vygotsky believed that learning is inherently a social process. Interacting with others provides opportunities for learners to acquire new skills, concepts, and problem solving strategies.
Language and thought: Language plays a central role in cognitive development. It severs as a primary tool for communication and thinking. Through social interactions, children internalise language, which then becomes a means of organising and directing their though process
CHALLENGES:
although there are observable benefits to caregiver speech, it has never been possible to identify precise links between language structures used by parents and their appearance in the child language
Jean Aitchison suggested caregiver speech is often non-standard, and so many hinder a childs acquisition of standard/ target speech
Interaction
- helps children bridge the gap between what they can express and what they can understand by modelling on their language use
Expansion and Recasting
- adults often scaffold by expanding on a childs utterances or correcting them in a supportive way (recasting), which introduces new vocabulary or grammar in a context the child can understand.
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