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Edu 305 - Social and Behavioral Developmental Theory Handout

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Social and Behavioral Developmental Theory Handout

EDU/305 with Ms. Mullen

University of Phoenix

Team B

Terri Kelly

Roxanne Mays

Dana Holmes

Nicole O'Neil

Joshua Bird

Monday, January 25, 2010

Social and Behavior Development Theory

Definition

The social developmental theory, created by Russian psychologist Vygotsky, states that "Social interaction plays a fundamental role in the process of cognitive development. In contrast to Jean Piaget's understanding of child development (in which development necessarily precedes learning), Vygotsky felt social learning precedes development. He states "Every function in a child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological)." (Vygotsky, 1978) In today's classroom, Vygotsky's various other theories and perspectives continue to be implemented into the classroom, including "The Zone of Proximal Development (ZPD). The ZPD is the distance between a student's ability to perform a task under adult guidance and/or with peer collaboration and the student's ability solving the problem independently. According to Vygotsky, learning occurred in this zone."(Vygotsky, 1978)

Key Points

In identifying the key factors in conjunction to cognitive development, teachers are able to assist the student in a successful learning environment.

The usage and identification of all MKO (More knowledgeable other) elements in the learning environment can also assist the teacher in maintaining control and flow of the learning process. (Learning Theories, 2008).

The Zone of Proximal Development (ZPD) "is the distance between a student's ability to perform a task under adult guidance and/or with peer collaboration and the student's ability solving the problem independently. According to Vygotsky, learning occurred in this zone." (Learning Theories, 2008).

Classroom Application

The application of the theory in terms of real time classroom implementation is relevant to the grade level and age range that the theory is being applied to. Thus, with the age range and grade level identified, the ZPD and MKO elements can be controlled in addition to being utilized. Team B's class activity is relevant to social learning

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