Session 11

• Mathematics
• Further Education (Key Stage 5)

Element 2 - Supporting Education 

[e-mail] 

T - levels in Education & Early years 

ZE30801

Session 11

Learning objectives 

By the end of the session, all learners will:

1. Explore Vygotsky's social constructivism theory. 
2. Explain the importance of enquiry based learning, commentary and role modelling when working with children and young people.
3. Apply knowledge to activity plan 'theory section.'

In your groups mind-map information 

to support the term social constructivism.

To consider: theory & key information that we have already discussed.

Who is Lev Vygotsky?

Vygotsky was a psychologist who focused his theory on how children construct knowledge through social environments and experiences. 

Vygotsky focused all elements of his theories on how children learn and grow within culture and society. He believed children should be encouraged to construct their own knowledge through interaction with a more knowledgeable other. 

He has many elements to his theory much of which is similar to Jerome Bruner.

- Zone of actual development. 

- Zone of proximal development 

- Scaffolding 

- More knowledgeable other 

- Apprenticeship learning 

- Social interactions to support language

Zone of proximal development vs zone of actual development.

The zone of actual development is the level of skill

 or knowledge that a person can demonstrate independently.

For example: when a child or young person has mastered

a skill this would mean they are in their actual development 

as they can do it with out support. 

The zone of proximal development is the level of skills or 

knowledge a child or young person can achieve with guidance. 

The support provided in this stage is known as 

scaffolding and is given by the more knowledgeable other. 

Scaffolding (recall)

Last week with Jerome Bruner we looked at scaffolding. 

Recall this information - what can you remember?

Sustained shared thinking research

Spend 10 minutes reading the article and summarise 5 key points ready for feedback. 

Sustained shared thinking

https://www.teachearlyyears.com/cpd/view/sustained-shared-thinking-part-1

Apprenticeship learning task

Blind drawing game

Apprenticeship learning & Guided participation

Vygotsky’s theory has led practitioners and early years professionals to use the term ‘apprenticeship learning’ to describe how young children can develop the ability to learn a new skill by watching an adult complete a task.

Further to this once the child had observed the practitioner they will quite often want to join in, when the adult and the child begin to work together to solve a task this is known as guided participation.

Sustained shared thinking

Sustained shared thinking is when a child engages in a thought process with another adult or a child.

This process identifies the stages children progress through when engaging in play and problem solving.

Early years settings now encourage children to talk whilst engaging in play and activities, this allows the child to problem solve and explore ideas.

OFSTED look carefully to see whether adults are working in ways to support sustained shared thinking.

Application Task 

You will now have some allocated time to apply theory to your activity plans. 

I have set up an assignment on google classroom where you will write about which theory links to your activity plans. 

Once I have provided feedback you can then add this to your activity plans.