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Sociocultural Theory, developed by Lev Vygotsky, emphasizes the fundamental role of social interaction and cultural context in cognitive development, asserting that community and language are integral to shaping an individual's learning processes. This theory suggests that learning is inherently a social process, where knowledge is co-constructed through collaborative dialogues and cultural tools mediate cognitive development.
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Scaffolding is an educational technique that involves providing successive levels of temporary support to help students achieve higher levels of understanding and skill acquisition. As learners gain competence, the support is gradually removed, encouraging independent learning and problem-solving.
Social constructivism posits that knowledge and meaning are developed through social interactions and cultural contexts, emphasizing the role of collaboration and communication in learning. It challenges the notion of objective knowledge, suggesting that understanding is constructed within a community of learners and shaped by historical and social influences.
Internalization refers to the process by which individuals adopt and integrate external beliefs, values, or norms into their own personal framework, often unconsciously. This concept is crucial in understanding how societal and cultural influences shape personal identity and behavior over time.
The 'More Knowledgeable Other' (MKO) is a fundamental component of Vygotsky's sociocultural theory, referring to someone who possesses a higher level of understanding or skill than the learner and aids in their cognitive development. This concept underscores the importance of social interactions and collaboration in learning, highlighting how guidance and support from an MKO can facilitate the learner's progress through the Zone of Proximal Development.
Language as a cultural tool emphasizes the role of language in shaping human thought and facilitating social interaction, acting as a medium through which cultural knowledge is transmitted and transformed. This concept highlights the interdependence between language and culture, suggesting that language both reflects and influences cultural norms, values, and identities.
Collaborative learning is an educational approach where individuals work together to achieve a common goal, enhancing their understanding through shared knowledge and diverse perspectives. It fosters critical thinking, communication, and social skills by engaging participants in active discussion and problem-solving.
Cognitive Apprenticeship is an instructional model that emphasizes learning through guided experience, combining the traditional apprenticeship model with cognitive and metaCognitive skills development. It involves making expert thinking visible to learners, enabling them to observe, practice, and eventually master complex skills and processes in authentic contexts.
Concept
Mediation is a structured process in which a neutral third party assists disputing parties in reaching a mutually acceptable agreement. It emphasizes collaboration and communication, allowing parties to explore solutions outside of a formal legal setting.
Vygotsky's Theory emphasizes the fundamental role of social interaction in the development of cognition, suggesting that community and culture significantly influence learning processes. It introduces the concept of the Zone of Proximal Development (ZPD), which is the gap between what a learner can do independently and what they can achieve with guidance, highlighting the importance of scaffolding in education.
Second language acquisition (SLA) is the process through which people learn a language other than their native tongue, involving cognitive, social, and cultural dimensions. It encompasses various stages and is influenced by factors such as age, motivation, exposure, and the learner's first language.
Rituals and ceremonies are structured, often symbolic actions performed primarily for their cultural, religious, or social significance, serving to reinforce shared values, beliefs, and traditions within a community. These acts are marked by formality and repetition, providing a sense of connection and continuity across generations.
Culturally Responsive Interventions are tailored approaches in education and therapy that honor and incorporate the cultural backgrounds of individuals to enhance engagement and effectiveness. These interventions recognize cultural diversity as a valuable asset and aim to bridge cultural barriers to foster more inclusive environments and outcomes.
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