Social Development Theory
Social Development Theory
Social Development Theory
Mingli Chen
Social Development
Theory
SUMMER 2015• SOCIAL DEVELOPMENT THEORY
Outcomes
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SUMMER 2015• SOCIAL DEVELOPMENT THEORY
Catalogue
CHAPTER 1: INTRODUCTION
About the Researcher
About the Theory
CHAPTER 3: EXAMPLES
Examples
Related Theories
Activities: Discussion Questions
CHAPTER 4: Summary
Summary
Reference
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SUMMER 2015• SOCIAL DEVELOPMENT THEORY
CHAPTER 1: INTRODUCTION
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SUMMER 2015• SOCIAL DEVELOPMENT THEORY
There
are
three
main
parts
of
Vygotsky’s
theoretical
framework:
Social
Interaction,
The
More
Knowledgeable
Other,
and
The
Zone
of
Proximal
Development.
Social
Interaction
is
an
important
foundation
of
the
cognitive
development.
As
Vygotsky
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
and
then
inside
the
child”
(Guo-‐
liang
&
Wu-‐Yuin,
2013).
He
believes
that
young
children
are
more
curious
involved
in
learning
and
discovery
by
themselves.
The
More
Knowledgeable
Other
(MKO)
means
that
people
have
better
understanding
or
higher
level
than
others.
The
development
of
cognition
is
exceeded
with
others
rather
than
alone,
which
means
it
will
occurs
best
when
children
stay
with
more
knowledgeable
people,
such
as
teachers,
parents,
and
coaches.
For
instance,
when
children
begin
to
learn
words,
it
is
difficult
for
them
to
memorize
all
the
words
by
themselves,
but
after
their
parents
telling
them
the
correct
way
to
learn,
the
children
can
remember
words
much
easier.
This
is
an
example
of
the
MKO.
Also,
the
MKO
is
related
to
the
definition
of
intelligence
that
Vygotsky
described.
As
Vygotsky
defines,
intelligence
is
“the
capacity
to
learn
from
instruction”
(Lev
Vygotsky
Cognitive
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SUMMER 2015• SOCIAL DEVELOPMENT THEORY
Development,
2013).
In
his
opinion,
the
knowledge
that
children
learn
from
social
community
can
influence
their
behavior
and
thinking.
The
Zone
of
Proximal
Development
(ZPD)
used
to
show
the
distance
between
children’s
abilities
to
do
a
task
independently
and
their
abilities
to
finish
a
task
cooperatively.
There
are
two
levels
of
the
ZPD:
“the
present
level
of
development”
and
“the
potential
level
of
development”.
“The
present
level
of
development”
shows
what
a
child
can
do
by
himself/herself
and
“the
potential
level
of
development”
describes
what
a
child
is
able
to
do
by
working
with
or
helping
from
other
people
(Lev
Vygotsky
Cognitive
Development,
2013).
The
figure
1,
a
self-‐created
graphic,
shows
the
meaning
of
the
Zone
of
Proximal
Development.
It
includes
three
parts,
which
are
about
children
can
do
a
task
independently,
children
can
do
a
task
with
help,
and
children
cannot
do
a
task
even
with
help.
The
orange
part
is
the
Zone
of
Proximal
Development.
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SUMMER 2015• SOCIAL DEVELOPMENT THEORY
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SUMMER 2015• SOCIAL DEVELOPMENT THEORY
CHAPTER 3: EXAMPLES
Examples:
There
are
many
examples
of
using
social
development
theory
in
our
real
lives.
For
instance,
in
most
science
classes,
when
teachers
want
to
ask
students
to
do
some
chemical
experiments,
they
always
do
and
teach
students
about
how
to
do
them
directly,
and
then
they
will
ask
students
to
do
the
experiments
by
themselves.
Other
example
of
using
social
development
theory
is
that
children
and
their
peers
learn
from
each
other.
Actually,
it
is
very
helpful
and
significant
for
students
to
use
social
development
theory
in
learning.
For
example,
when
children
have
some
troubles
in
studying,
they
can
work
with
other
people
and
learn
from
each
other
actively.
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SUMMER 2015• SOCIAL DEVELOPMENT THEORY
Related Theories:
Social
Learning
Theory:
It
means
people
learn
from
others
through
model
and
imitation.
For
example,
a
social
learning
theorist
may
believe
that
a
child
eventually
learns
to
use
fork
to
have
meals
because
of
watching
other
people,
but
from
Vygotsky’s
statement,
he
believes
that
the
child
had
potential
to
eat,
but
needed
physical
skills
and
other
knowledgeable
people
to
teach
them
how
to
use
fork
to
have
meals.
Connectivism:
New
technologies
and
skills
can
be
used
to
learn,
create,
and
communicate.
It
is
related
to
Vygotsky’s
theory
because
in
social
development
theory,
children
also
need
skills
and
knowledge
to
learn
and
create
something
new
by
themselves.
21st
Century
Skills:
It
asks
students
to
master
many
skills,
such
as
digital
literacy
and
content
knowledge
to
succeed
both
in
school
and
life.
Similar
to
the
social
development
theory,
children
also
need
to
get
and
master
many
skills
from
other
people
who
are
more
knowledgeable
to
learn
knowledge.
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SUMMER 2015• SOCIAL DEVELOPMENT THEORY
CHAPTER 4: SUMMARY
Summary:
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SUMMER 2015• SOCIAL DEVELOPMENT THEORY
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SUMMER 2015• SOCIAL DEVELOPMENT THEORY
Reference:
Harry,D.(Eds). An introduction to Vygotsky. New York, NY: Routledge.
Vygotskiĭ, L. S. 1., Cole, M., 1938, & ebrary, I. (1978). Mind in society: The development of higher
psychological processes. Cambridge: Harvard University Press.
Hsu, G., & Hwang, W. (2014). The effect of intrapsychology learning before and after
interpsychology activities with a web-based sharing mechanism. Journal of Educational
Technology & Society, 17(1), 231.
Lev Vygotsky Cognitive Development [Web Page]. (n.d.) (2013). Retrieved from
http://pathtoteaching.com/tag/vygotsky/
Frank, J. S. (2013). Criminal Justice Today: An Introductory Text for the 21st Century. Cram 101
Publishing.
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