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Chapter 7: Problem 6

Describe Vygotsky's view of cognitive development in the preschool years. Lev Vygotsky proposed that the nature and progress of children's cognitive development are dependent on the children's social and cultural context.

Short Answer

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Vygotsky's view of cognitive development in preschool years emphasizes the significant role social interactions play in cognitive development. He stressed the value of the cultural and social context and the importance of language as a tool of thought. One core concept is the Zone of Proximal Development, which revolves around the difference between what a child can do alone and with assistance, and the role of 'scaffolding' where help is offered and gradually decreased as the child becomes more competent.

Step by step solution

01

Understanding The Core Concept Of Vygotsky's Cognitive Development Theory

Vygotsky's cognitive development theory suggests that a child's mental growth and development are influenced by their social interaction with the surrounding environment, especially interaction with adults and peers. Vygotsky stressed the important role the social and cultural context play in cognitive development.
02

Delving into the Preschool Years

The preschool years, often categorized as ages 3-6, are a crucial time for cognitive development based on Vygotsky's theory. At this age, children are more exposed to social interactions and begin to learn through their environment.
03

The Role Of Language

Central to Vygotsky's theory is the role of language in cognitive development. He viewed language as a primary tool of cognitive development and thought. Language and social interactions are crucial during these preschool years.
04

Zone Of Proximal Development

A vital aspect of Vygotsky's theory is the Zone of Proximal Development (ZPD). ZPD is the gap between what a child can do independently and what the child can do with adult guidance or peers. During preschool years, children are often in various zones of proximal development as they are continually learning and developing new skills.
05

Scaffolding

An essential component associated with ZPD is 'scaffolding,' where adults or more capable peers provide help to the child in learning new tasks or concepts. This assistance is gradually reduced as the child becomes more competent, enhancing the child's cognitive development.

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Most popular questions from this chapter

Summarize the information-processing approaches to cognitive development in the preschool years. A different approach to cognitive development is taken by proponents of information processing theories, who focus on preschoolers' storage and recall of information and on quantitative changes in information processing abilities (such as attention).

Explain how preschool children's motor skills develop. Both gross and fine motor skills advance rapidly during the preschool years. Gender differences begin to emerge, fine motor skills are honed, and handedness begins to assert itself.

Describe a child's bodily growth and overall health risks during the preschool years. In addition to gaining height and weight, the bodies of preschool children undergo changes in shape and structure. Children grow more slender, and their bones and muscles strengthen. Children in the preschool years are generally quite healthy. Obesity in these years is caused by genetic and environmental factors. The greatest health threats are accidents and environmental factors.

Summarize how preschool children's brains develop. Brain growth is particularly rapid during the preschool years, with the number of interconnections among cells and the amount of myelin around neurons increasing greatly. The halves of the brain begin to specialize in somewhat different tasks - a process called lateralization.

Explain how children's language develops in the preschool years. Children rapidly progress from two-word utterances to longer, more sophisticated expressions that reflect their growing vocabularies and emerging grasp of grammar. The development of linguistic abilities is affected by socioeconomic status. The result can be lowered linguistic-and, ultimately, academic-performance by poorer children.
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