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"Education is the most powerful weapon which you can use to change the world”
– Nelson Mandela

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Vygotsky Exam

Vygotsky Exam

Q 1.What are the three main aspects (or components) of Vygotsky's developmental theory? In other words, how do children develop according to Vygotsky? Explain by relating those three theoretical constructs to empirical examples. (25 points) 2.What is the zone of proximal development? What does this concept say about the character of human development and its relation to teaching and learning? Discuss Vygotsky's and Piaget's differing views on the relation between learning and development. (25 points) 3(4) How is the relationship between teaching-learning and development conceptualized and operationalized in Gal'perin's approach? In what way does systemic-theoretical instruction (teaching-learning) embody and realize the zone of proximal development? Put it another way, how does systemic-theoretical teaching-learning lead to developmental changes (i.e., development of mental processes and functions)? In other words, explain how children developed their minds through systemic-theoretical instruction.3.In light of Vygotsky's developmental theory, discuss Gal'perin's approach (systemic-theoretical instruction), especially his elementary math program. Specifically (25 points)

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Vygotsky Theory of development has three zones (parts): • what I can do • zone of proximal development (ZPD). What needs to be done to take the learner where he needs to be. • what I can not do For example, a child (boy) knows how to crawl. With the support of his parents, he will be encouraged to learn how to stand, keep balance and eventually walk. His parents will buy many different toys for his development and be present every moment when he tries to stand up. Later, more knowledgeable others will start "pushing" (in a positive way) him to learn new skills (explain about the world around him, play chess, ride a bicycle, etc.).