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Recently, while conducting research on factors of influence on student learning, I came upon one theory that appears to inspire much of what is observed in classrooms today. Social Constructivist theory is a relatively new theory that has positively influenced educational practices in the last 50 years.
The work of Lev Vygotsky (1896-1934), a post-revolutionary Soviet psychologist, has become the foundation of much research and theory in cognitive development over the past several decades. Vygotsky’s theory on social development falls under a social constructivist perspective. Social constructivism is essentially a theory about how people socially construct knowledge. Vygotsky theory is unique, in that unlike Piaget, he believed that learning could not be separated from social context. He argued that all cognitive function begins as a product of social interactions and that learning was not simply assimilated but a collaborative process. Social constructivism has also provided a new perspective on children’s growth development to early childhood educators. The inclusion of Vygotskian approach has appeared in a revised version of Developmentally Appropriate Practice (Bredekamp & Copple, 1997).
Vygotsky's outlined his theory in his book, Mind in Society, in which he stresses the fundamental role of social interaction in the development of cognition (Vygotsky, 1978). He believed strongly that community plays a central role in the process of "making meaning”. The work of social constructivism is to uncover the ways in which individuals and groups work together to “construct” their perceived realities. Vygotsky (1978) states “Every function in the child’s cultural development appears twice, on two levels, first, on the social, and later on the psychological level…The actual relations between human individuals underlie all the higher functions” (p. 128).
School is the perfect place to begin cultivating student’s social interaction and learning through modeling appropriate social and academic skills. Building social skills at AISR is supported through the encouragement of our young students to emulate the qualities of a good Eaglet that include honesty, integrity, respect, acceptance, personal responsibility, just to name a few. All of these characteristics help to build a positive and supportive sense of community. The second level, a psychological one, is defined as the individual’s emotional connection to his/her social community. Collaborative learning method encourages students to develop team building skills and to understand how individual learning is related to the success of group learning. This is exemplified in the use of heterogeneous groupings where less competent students develop with help from more skillful peers.
Vygotsky’s theory included three major themes, Social Interaction, More Knowledgeable Other (MKO), and Zone of Proximal Development (ZPD). The three major themes include elements that can often be observed in today’s classrooms. Vygotsky’s first major theme suggests that social interaction plays as a fundamental role in the development of cognition. This is evident in classrooms where students can be observed working cooperatively together. Vygotsky viewed interaction of peers as an effective way of developing skills and strategies. As an example, cooperative learning is evidenced in Writers Workshop. Writers encourage one another by listening and editing their partners writing. Social interaction can also be evidenced in the grade two’s collaboration on their social studies unit when tasked with learning, exploring, and understanding each other’s culture, or the KG1, KG2, and grade 1 unit of study on community helpers.
The second major theme guiding student learning is the idea of the More Knowledgeable Other (MKO). The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even computers. Teacher as coach is an increasingly more common phrase used in education. Collaborative learning should be seen as a process of peer interaction that is mediated and structured by the teacher. The teacher does less direct instruction and more facilitation of learning by first, briefly introducing and clarifying new concepts and information and then linking the new information to previously learned material. Next, the teacher encourages students to learn experientially through discussion, hands on activities and additional peer collaboration. “Reciprocal Teaching” is another application of Vygotsky’s theory used to support student reading and their understanding of the text. Teacher and students collaborate in learning and practicing four key skills: summarizing, questioning, clarifying and predicting until the student gains a higher level of proficiency or independence in the task.
The third major theme in Vytgotsky’s theory is known as the Zone of Proximal Development (ZPD). According to Vygotsky, learning also occurs in the ZPD. Vygotsky distinguished between two levels of learning, the first level (blue area) is the actual level of development that the learner has already reached and the level at which the learner is capable of solving problems independently. The second level is that of potential development referred to as (ZPD) (purple area). This is the level of learning which students are capable of reaching under the guidance of teachers or in collaboration with peers. ZPD is considered to be the distance between a student’s ability to perform a task under adult guidance and/or with peer collaboration and the student’s ability to solve problems independently.
An essential part of ZPD is the use of scaffolding. Common elements of scaffolding include: task definition, direct or indirect instruction, specification and sequencing of activities, and the provision of appropriate materials. Scaffolding may include assistance with planning, organizing, doing and/or reflecting on the specific task. A model of scaffolding is evident when teachers share their enthusiasm for the unit topic, explaining the concepts and ideas verbally; using pictures to illustrate ideas, and providing key vocabulary terms that are related to the topic. The sharing of ideas fulfills the students' need to reach ahead for motivation and inspiration, and the diagramming and vocabulary provide support for those who may have language processing difficulties.
As a result of Vygotsky’s social constructivist theory, educational practices and student learning have been enhanced. Children appear to enjoy learning more as they are more actively involved, rather than passive listeners. Constructivism also promotes social and communication skills by creating a classroom environment that emphasizes collaboration and exchange of ideas. Students learn how to articulate their ideas clearly as well as to collaborate on tasks effectively by sharing in group projects. Lastly, learning activities are grounded in an authentic, real-world context that stimulates and engages students.
Cathy Drew
Elementary School Counselor
Atherton J S (2011) Learning and Teaching; Reflection and Reflective Practice [On-line: UK] retrieved 20 January 2012 from http://www.learningandteaching.info/learning/reflecti.htm
Vygotsky, L. (1978). Mind in Society. London: Harvard University Press.
Bredekamp, S., & Copple, C. (Eds.) (1997). Developmentally appropriate practice in early childhood programs (Rev. ed.). Washington, DC: National Association for the Education of Young Children.
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