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Child: I am not able to fix this part of the puzzle. Teacher: Which piece should come here as these are the legs of the cat? Child: The paws? Teacher: Good! Which piece like a paw? Child: This one. Which feature of social interaction is being highlighted in the above interaction?

Child: I am not able to fix this part of the puzzle. Teacher: Which piece should come here as these are the legs of the cat? Child: The paws? Teacher: Good! Which piece like a paw? Child: This one. Which feature of social interaction is being highlighted in the above interaction? Correct Answer Scaffolding

Key Points -  

  • Vygotsky's sociocultural theory: Lev Vygotsky has given the theory of socio-cultural development, According to which, the child learns by interacting with society. Vygotsky emphasizes reciprocal learning, participatory learning, collaborative learning, peer group learning. Playing is a social process through which many qualities such as sense of sociality, sense of responsibility, language, memory, reasoning, etc. develop in the child.
  • Lev Semyonovich Vygotsky was a Soviet psychologist who developed the Social Development Theory at about the same time Jean Piaget developed his Theory of Cognitive Development.
  • The first concept of Vygotsky’s theory is that “Social interaction plays a central role in cognitive development.”

Important Points

  • MKO (More knowledgeable Other)- This refers to someone who has greater knowledge or a skill, that a child needs to learn. They are the more knowledgeable others.
  • ZPD (Zone of Proximal Development): The zone of proximal development refers to the difference between what a child or new learner can already do on their own (actual development) and what they can do with encouragement and guidance from someone who has more skill (potential development).
  • example: If a child wants to learn how to play checkers, someone who already knows how to play the game can guide and encourage them in learning how to move their checkers so that they defeat their opponent and win the game. 
  • Scaffolding: Scaffolding provides a special type of help that assists learners to move towards new concepts, skills, or understandings. Vygotsky himself never mentioned the term scaffolding.  Dr. Jerome Bruner coined the term "scaffolding".
    • Social interaction is being highlighted in the above interaction and the above interaction teacher is helping the child to solve the puzzle. 
    • Working under the guidance of more knowledgeable is called scaffolding in Vygotsky's sociocultural theory. 
    • Scaffolding is a teaching method that helps students learn more by working with a teacher or a more advanced student to achieve their learning goals and involves providing resources and support to students as they learn new concepts.
    • The term "scaffolding" was never actually used by Vygotsky, so the name for this method is a misnomer.
    • It came from psychologist Jerome Bruner, who developed scaffolding psychology based on many of the same assumptions that Vygotsky's ideas were based on. 

Educational implication of Lev Vygotsky's theory -

  • reciprocal teaching 
  • peer group learning
  • collaborative learning
  • co-operative learning

According to Vygotsky, For the first two years, language and thought move separately from each other, after which language dominates thought.

  • Social (External) Speech – from the age of 2 years
  • Egocentric speech - 3 to 7 years
  • Inner Speech 7+ Ages 

Additional Information

  • Observational learning: Observational learning is a major component of Bandura’s social learning theory. He also emphasized that four conditions were necessary for any form of observing and modeling behavior: attention, retention, reproduction, and motivation.
  • Expository learning: Expository is often used when the new learning material is unfamiliar to the learner in any way. This is aimed to make unfamiliar material more plausible to learners. This theory has been given by Ausubel.
  • Cognitive conflict: Cognitive conflict is a perceptual state where one notices the discrepancy between one’s cognitive structure and environment (external information) or between the components of one’s cognitive structure (i.e., one’s conceptions, beliefs, sub-structures and so on which are in cognitive structure).

Hence, we can conclude that the right answer to this question is Scaffolding.

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