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SOCIOCULTURAL-THEORY-OF-READING

Sociocultural theory, developed by Lev Vygotsky, emphasizes the role of social interaction in learning, where knowledge is constructed through collaboration with more knowledgeable others. Key concepts include the Zone of Proximal Development (ZPD), which highlights the gap between what a child can achieve independently and with guidance, and scaffolding, which provides appropriate support to facilitate learning. The theory underscores that effective learning occurs within a social context, making participation in socially-mediated activities essential for development.

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23 views

SOCIOCULTURAL-THEORY-OF-READING

Sociocultural theory, developed by Lev Vygotsky, emphasizes the role of social interaction in learning, where knowledge is constructed through collaboration with more knowledgeable others. Key concepts include the Zone of Proximal Development (ZPD), which highlights the gap between what a child can achieve independently and with guidance, and scaffolding, which provides appropriate support to facilitate learning. The theory underscores that effective learning occurs within a social context, making participation in socially-mediated activities essential for development.

Uploaded by

marjorie.desierto
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Sociocultural

Theory
Principles of
Reading
Lev Vygotsky
Presented by:
Martinez, Jane Carol
Sabellina, Sharmaine
Desierto, Marjorie
Sociocultural theory grew from
the work of influential
psychologist Lev Vygotsky, who
believed that parents,
caregivers, peers, and the
culture at large were responsible
for developing higher order
functions.
3 Main
• Principles
Social Interaction
• The More Knowledgeable
Other
• Zone of Proximal
Development
Social
Interaction
Vygotsky felt social
learning anticipates
development. He states:
“Every function in the 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).”
Social
Interaction
He believes that
young children are
curious and actively
involved in their own
learning and the
discovery and
development of new
understandings.
The more
knowledgeable other
Refers to
anyone who
has better
understanding
or higher
ability level
than the
learner.
ZONE OF PROXIMAL
DEVELOPMENT (ZPD)
"the distance between the actual development level
as determined by independent problem
solving and the level of potential development
as determined through problem solving under
adult guidance or in collaboration
with more capable peers"
(Vygotsky, 1978).
Zone of Proximal (zpd)
Development
Difference
between what
child can
accomplish alone
and s/he can
accomplish with
the guidance of
another
Zone of Proximal (zpd)
Development
Vygotsky sees
the ZPD as the area
where the most
sensitive instruction
or guidance should be
given, allowing the child
to develop skills they
will then use on their
own, developing higher
mental functions.
Zone of Proximal
Development
AN EXAMPLE WOULD BE READING A BOOK WITH A CHILD.

• They are reading the words of the book out loud to you as
you follow along.
• They come across a word that in unfamiliar to them and ask
for help.
• Instead of directly telling them the word, show them pictures
of ask them questions about what they just read.
• They will figure the word out on their own and come to
understand what the word means on their own.
• They will later learn to do it themselves first before asking
for help.
(zpd)
Two Features of
ZPD
SCAFFOLDING

Appropriate assistance given by


the teacher to assist the learner
accomplish a task.
Two Features of ZPD
SCAFFOLDING

Requires that an instructor shows example


how to solve a problem, while controlling
the learning environment so that students
can take things step by step expanding
their knowledge without excessive
frustration.
Two Features of
ZPD
RECIPROCAL TEACHING
A highly successful teaching method, it
provides an environment of open dialogue
between student and teacher which goes
beyond a simple question and answer
session.
INTO THE CLASSROOM

• Peer to peer
• Parents/
family
• Community
PEER TO PEER
• Students work in pairs or small groups
• Provides students the opportunity to share with
one another their ideas, views and opinions
• Non threatening, relaxed environment assures
that students feel comfortable asking questions
and putting forth ideas
• Students more likely to listen to one another

Teacher’s Role:
Identify goals that students need to meet and what
work needs to be accomplished. Provide higher level of
assistance than peers who are able demonstrate
understanding.
PARENT/FAMILY
• Bring parents/family into classroom to assist
students in learning
• Provides a safe and secure environment
• Especially effective for ELLs

Teacher’s Role:
Use the resource of family to help students attain their
educational goals. Use these members as the more
competent individuals to assist the students, thereby
increasing their ZPD. Again, this fits into Vygotsky’s
theory because it utilizes the student’s strongest
connection, that of family, to create scaffolding that
the student can build on to meet the identified goals.
For ELLs, they are also able to learn in their primary
language.
COMMUNITY
• Bringing community members into the class
introduces students to a larger “family” than
what they find when they go home.
• Accomplishes many of the same objectives as
formal family members, but provides extra
scaffolding.
• Introduces students to new ways of thinking and
problem solving

Teacher’s Role:
The same as utilizing formal family members.
4 Basic Principles
underlying
The Vygotski’S
Framework
1) Children construct their knowledge.
2) Development cannot be separated from
its social context.
3) Learning is mediated.
4) Language plays a central role in mental
development.
CONCLUSION
 Sociocultural theory considers learning as a semiotic
process where participation in socially-mediated
activities is essential.

 Social interaction emphasized that effective learning


happens through participation in social activities,
making the social context of learning crucial.

 Vgotsky theory was important in education since


these works provide tools for the development of
individuals learning.
REFERENCES
 http://
www.ceebl.manchester.ac.uk/events/archive/aligningcol
laborativelearning/Vygotsky.pdf

 https://
www.simplypsychology.org/Zone-of-Proximal-Developm
ent.html

 https://
www.verywell.com/what-is-sociocultural-theory-279508
8

© 2017

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