The Neo-Vygotskian Approach to Child Development
1. Introduction
The purpose of this essay is to explore the Neo-Vygotskian approach to child development. This will be done by firstly discussing the main ideas of the approach, and then by looking at how it can be applied to the understanding of toddlerhood and the preschool years. Finally, some conclusions will be drawn about the usefulness of the Neo-Vygotskian approach for our understanding of child development.
2. The Neo-Vygotskian approach to child development
The Neo-Vygotskian approach to child development is resource oriented and presents the child as an empowered individual with will, apparent ability and unique skills (Wood & Bruner, 1972). This view has its roots in the work of Russian psychologist Lev Vygotsky, who argued that children are actively involved in their own learning and development, and that they are not passive recipients of adult input (Vygotsky, 1978).
The Neo-Vygotskian approach has been developed further by a number of researchers, who have added their own ideas about how children learn and develop. One important contribution has been the concept of the zone of proximal development (ZPD), which is the difference between what a child can do independently, and what they can do with the help of more knowledgeable others (Vygotsky, 1978). This concept highlights the importance of social interaction in helping children to progress towards greater levels of competence.
Another important contribution has been the idea of leading activity (Wertsch, 1985). This refers to the process by which more competent individuals help less competent individuals to learn new skills or knowledge. Leading activity can take many different forms, but it always involves an element of scaffolding, which is when more competent individuals provide support that is gradually withdrawn as the less competent individual becomes more proficient.
The Neo-Vygotskian approach has also been used to explain how children acquire cultural knowledge and skills. It has been argued that children learn best in a social setting where they can interact with more knowledgeable others, such as parents or teachers (Cole, 1996). This interaction helps children to internalize the cultural norms and values of their community, and to develop a sense of identity within that culture.
3. The toddler years
The toddler years are a time of great psychological change, as children begin to develop a sense of self-awareness and start to understand that they are separate individuals from other people (Piaget & Inhelder, 1969). At this stage of development, children also begin to master new physical skills such as walking and talking. In addition, they start to explore their social world and form attachments with other people.
The Neo-Vygotskian approach can be used to understand these psychological changes in several ways. Firstly, it can help us to understand how children acquire new physical skills. It has been suggested that children learn best when they are provided with opportunities to practice new skills in a supportive social setting (Wood & Bruner, 1972). For example, a toddler who is learning to walk might be given support by an adult in the form of holding their hand or providing them with a pushing toy. As the child becomes more confident in their abilities, the adult support is gradually withdrawn. This process of scaffolding helps children to progress towards greater levels of competence.
The Neo-Vygotskian approach can also help us to understand how children form attachments with other people. It has been suggested that children learn best in a social setting where they can interact with more knowledgeable others, such as parents or caregivers (Cole, 1996). This interaction helps children to internalize the emotional bond that is associated with attachment relationships.
4. The preschool years
The preschool years are a time of great psychological change, as children begin to develop a sense of self-awareness and start to understand that they are separate individuals from other people (Piaget & Inhelder, 1969). At this stage of development, children also begin to master new physical skills such as walking and talking. In addition, they start to explore their social world and form attachments with other people.
The Neo-Vygotskian approach can be used to understand these psychological changes in several ways. Firstly, it can help us to understand how children acquire new physical skills. It has been suggested that children learn best when they are provided with opportunities to practice new skills in a supportive social setting (Wood & Bruner, 1972). For example, a toddler who is learning to walk might be given support by an adult in the form of holding their hand or providing them with a pushing toy. As the child becomes more confident in their abilities, the adult support is gradually withdrawn. This process of scaffolding helps children to progress towards greater levels of competence.
The Neo-Vygotskian approach can also help us to understand how children form attachments with other people. It has been suggested that children learn best in a social setting where they can interact with more knowledgeable others, such as parents or caregivers (Cole, 1996). This interaction helps children to internalize the emotional bond that is associated with attachment relationships.
5. Conclusions
In conclusion, the Neo-Vygotskian approach to child development is a useful framework for understanding the psychological changes that occur during childhood. It can help us to understand how children acquire new physical skills, how they form attachments with other people, and how they internalize the cultural norms and values of their community.
The Neo-Vygotskian approach has its roots in the work of Russian psychologist Lev Vygotsky, who argued that children are actively involved in their own learning and development, and that they are not passive recipients of adult input (Vygotsky, 1978).
The Neo-Vygotskian approach has been developed further by a number of researchers, who have added their own ideas about how children learn and develop. One important contribution has been the concept of the zone of proximal development (ZPD), which is the difference between what a child can do independently, and what they can do with the help of more knowledgeable others (Vygotsky, 1978). This concept highlights the importance of social interaction in helping children to progress towards greater levels of competence.
Another important contribution has been the idea of leading activity (Wertsch, 1985). This refers to the process by which more competent individuals help less competent individuals to learn new skills or knowledge. Leading activity can take many different forms, but it always involves an element of scaffolding, which is when more competent individuals provide support that is gradually withdrawn as the less competent individual becomes more proficient.
The Neo-Vygotskian approach has also been used to explain how children acquire cultural knowledge and skills. It has been argued that children learn best in a social setting where they can interact with more knowledgeable others, such as parents or teachers (Cole, 1996). This interaction helps children to internalize the cultural norms and values of their community, and to develop a sense of identity within that culture.
In conclusion, the Neo-Vygotskian approach to child development is a useful framework for understanding the psychological changes that occur during childhood. It can help us to understand how children acquire new physical skills, how they form attachments with other people, and how they internalize the cultural norms and values of their community.