lOMoARcPSD|9083405
NAME:
SURNAME:
STUDENT NUMBER:
MODULE CODE: CUS3701
ASSIGNMENT 03 2023
, lOMoARcPSD|9083405
DECLARATION
HAVING READ UNISA'S POLICY TOWARDS PLAGIARISM, I DO HEREBY
DECLARE THAT THIS IS MY OWN WORK AND I HAVE NOT SHARED WITH
ANYONE ELSE, WHERE I HAVE USED EXTERNAL SOURCES, I HAVE
REFERENCED ACCORDINGLY.
NAME:
SURNAME:
SIGNATURE:
Date: 03-06-2023
, lOMoARcPSD|9083405
Question 1
1.1 Yes, I agree with Vygotsky9s view. He was a Socio-constructionist and
believed that the lifelong process of development is dependent on social
interaction and that social learning actually leads to cognitive development.
His theory also promotes that the teacher and learner play non-traditional
roles by collaborating with each other. Hence, teachers and learners are
influenced by the contexts in which they live, teach and learn. As we know,
schools have not promoted environments in which learners play and active
role in their own education as well as that of their peers. Learners and
teachers should collaborate in order to create meaning. Thus, teachers
should not ignore the context in the teaching and learning environment.
Vygotsky believes that the learning material should be structured to promote
and encourage learner interaction and collaboration. In addition to this, the
classroom should provide clustered desk and a workspace conducive to peer
learning, collaboration and small-group learning. This, according to Vygotsky
makes the classroom a community for learning.
He also advocates that instruction should be designed to reach a
developmental level that is just above the learners current developmental
level thus asserting that cognitive change occurs within the zone of proximal
development. When learning is planned, the overall development of the child
and a new stage of development process should be kept in mind. He also
believes that appropriation is also necessary for the cognitive development
with the zone of proximal development. Peer collaboration or guided teaching
should also share the same focus so as to access the zone of proximal
development. The higher-level partner should also always be aware of the
lower partner9s level. Failure to do so results in a less successful interaction.
Hence joint attention and a common understanding of problem-solving
processes are needed to create cognitive, social and emotional interchange
between the 8partners= within the educational environment. This can be
accomplished if the teacher has a good understanding of the contextual
influences in terms of planning, instructional design as well as assessment in
the teaching-learning environment. Therefore, the Cultural context in which
learners finds themselves can provide all the tools for intellectual adaptation
needed for what and how to think.
NAME:
SURNAME:
STUDENT NUMBER:
MODULE CODE: CUS3701
ASSIGNMENT 03 2023
, lOMoARcPSD|9083405
DECLARATION
HAVING READ UNISA'S POLICY TOWARDS PLAGIARISM, I DO HEREBY
DECLARE THAT THIS IS MY OWN WORK AND I HAVE NOT SHARED WITH
ANYONE ELSE, WHERE I HAVE USED EXTERNAL SOURCES, I HAVE
REFERENCED ACCORDINGLY.
NAME:
SURNAME:
SIGNATURE:
Date: 03-06-2023
, lOMoARcPSD|9083405
Question 1
1.1 Yes, I agree with Vygotsky9s view. He was a Socio-constructionist and
believed that the lifelong process of development is dependent on social
interaction and that social learning actually leads to cognitive development.
His theory also promotes that the teacher and learner play non-traditional
roles by collaborating with each other. Hence, teachers and learners are
influenced by the contexts in which they live, teach and learn. As we know,
schools have not promoted environments in which learners play and active
role in their own education as well as that of their peers. Learners and
teachers should collaborate in order to create meaning. Thus, teachers
should not ignore the context in the teaching and learning environment.
Vygotsky believes that the learning material should be structured to promote
and encourage learner interaction and collaboration. In addition to this, the
classroom should provide clustered desk and a workspace conducive to peer
learning, collaboration and small-group learning. This, according to Vygotsky
makes the classroom a community for learning.
He also advocates that instruction should be designed to reach a
developmental level that is just above the learners current developmental
level thus asserting that cognitive change occurs within the zone of proximal
development. When learning is planned, the overall development of the child
and a new stage of development process should be kept in mind. He also
believes that appropriation is also necessary for the cognitive development
with the zone of proximal development. Peer collaboration or guided teaching
should also share the same focus so as to access the zone of proximal
development. The higher-level partner should also always be aware of the
lower partner9s level. Failure to do so results in a less successful interaction.
Hence joint attention and a common understanding of problem-solving
processes are needed to create cognitive, social and emotional interchange
between the 8partners= within the educational environment. This can be
accomplished if the teacher has a good understanding of the contextual
influences in terms of planning, instructional design as well as assessment in
the teaching-learning environment. Therefore, the Cultural context in which
learners finds themselves can provide all the tools for intellectual adaptation
needed for what and how to think.
