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Hayley

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Submitted By hayleydurante
Words 453
Pages 2
EDFE
Page 107 Chapter 7
Questions: 2, 3, 6, 8

Q. 2 What are the differences between ‘elementary’ and ‘higher’ mental functions?
Elementary: Born
Babies possess the elementary cognitive processes at birth
5 senses, reactive attention, spontaneous memory and sensorimotor intelligence share them with other species. Involuntary (cannot control these functions)
Higher: learnt.
E.g. logical thinking. Unique to human species. Acquired gradually through social learning and communication. Deliberate (used for a purpose). Mediated by language

Elementary mental functioning + social influence and external stimuli = higher mental functioning

What is the zone of proximal development and how does it explain the role of social interactions in children’s learning and development?
- Distance between what children can do independently and what they can achieve when assisted through interacting with competent others and receiving support.
- Good teaching = focuses on children’s future development and potential, not only testing past independent skills, knowledge or performance through tests and exams (the ‘yesterday of development’.
Proximal means nearby.

Learning/teaching in the ZPD * Good teaching in ZPD promotes children’s development, strengths based * Cooperative dialogues and collaboration * Teachers as co-learners/co0constructors of knowledge * Goal for children to become self directed/long-life learners * Intersubjectivity: shared understanding, mutual meaning * Assisted performance transforms into independent performance * Internalization: taking ownership of shared understanding

What are the differences between Vygotski view of ‘private speech’ and Piagets notion of
Piaget Egocentric: was a part of ego centralism. Not important for development. Disappeared together with the child’s egocentric at the end of pre-operational stage to be replaced by social speech.
Understand to be able to talk
Vygotski: crucial for children’s development. Not egocentric but private. Speech social from beginning. Did not disappear but became internalized as private speech for thinking, self-direction and self-control.
To be able to understand

LANGUAGE IS THE TOOL OF THE MIND.
When internalized- serves as a tool for thinking, self-regulation and self-control.
Stages of inner speech development: * Social speech * Egocentric/private speech * Whispering * Silent lip movement * Inner speech

“Children solve practical tasks with the help of their speech, as well as their eyes and hands”.
Vygotski, L. (1978) ‘mind in society’, p.26

What is the role of make believe play in children’s cognitive and socio-emotional development?
- Crucial to cognitive and socio-emotional growth and learning
- Make believe play = broader ZPD to operate above everyday performance level to advance in: Cognitive/thinking/imagination (e.g. problem solving, memory, abstract thinking) self control behavior.
In imaginary play situations: children can remember more info (e.g. shopping list) then they can in a test. Learn roles and rules and can control their behavior – self regulate to the rules of the game. Imaginative play = precursor to higher order thinking.

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