In the context of cognitive development in early childhood, Vygotsky argued that ________.
- formal, standardized tests are the best way to assess children's learning
- assessment should focus on determining a child's zone of proximal development
- educators should focus on abstract presentations of material
- teaching should begin toward the lower limit of the zone of proximal development
Zone Of Proximal Development (ZPD): Vygotsky’s term for tasks that are too difficult for children to master alone but can be mastered with the assistance of adults or more-skilled children.
In moving from Piaget to Vygotsky, the conceptual shift is one from
- the individual to collaboration.
- collaboration to sociocultural activity.
- construction to discovery.
- socializing to operational thought.
According to Gauvain (2016) and Holzman (2017), Vygotsky's view of the importance of ________ on children's development fits with the current belief that it is important to evaluate the contextual factors in learning.
- autonomy
- sociocultural influences
- the economic status of teachers
- scaffolding
Tools of the Mind is a program that is grounded in ________ theory of cognitive development.
- Vygotsky's
- Erikson's
- Sternberg's
- Piaget's
Vygotsky’s Theory: A sociocultural cognitive theory that emphasizes how culture and social interaction guide cognitive development.
In a Tools of the Mind classroom, ________ has a central role.
- nutrition
- didactic lecture
- dramatic play
- abstract presentation
Practice Play: Play that involves repetition of behavior when new skills are being learned or when physical or mental mastery and coordination of skills are required for games or sports.
Which of the following is a criticism of Vygotsky's theory?
- Vygotsky was specific about age-related changes and generalized all individuals.
- Vygotsky overemphasized the role of language in thinking.
- Vygotsky particularly described how changes in socioemotional capabilities contribute to cognitive development, which is highly subjective.
- Vygotsky laid no emphasis on guidance, which plays an important role in learning.
Vygotsky’s Theory: A sociocultural cognitive theory that emphasizes how culture and social interaction guide cognitive development.
In the context of theories of cognitive development, unlike Vygotsky, Piaget believed that ________.
- children construct knowledge through social interaction
- education plays a central role in helping children learn the tools of culture
- language plays a powerful role in shaping thought
- cognition primarily directs language
Language: A form of communication, whether spoken, written, or signed, that is based on a system of symbols. Language consists of the words used by a community and the rules for varying and combining them.
Ted is in a Tools of the Mind classroom. His teacher guides him in planning his own message by drawing a line to stand for each word he says. Ted then repeats the message, pointing to each line as he says the word. Finally, he writes on the lines, trying to represent each word with some letters or symbols. This process is called
- model drawing.
- scaffolding writing.
- word visualizing.
- positive role-play.
Scaffolding: Practice in which parents time interactions so that infants experience turn taking with the parents; these interactions allow infants to be more skillful than they would be if they had to rely only on their own abilities.
Vygotsky believed that children construct knowledge through
- self-discovery.
- social interaction.
- the reorganization of existing knowledge.
- transforming previous knowledge.
Centration: Focusing attention on one characteristic to the exclusion of all others.
Over the past week, Walter has been learning to tie his shoelaces. Initially, his mother held his hands and worked his fingers through the process. Now that Walter is better at it, she only guides him verbally. This is an example of ________.
- how heredity shapes cognitive development
- intuitive reasoning
- scaffolding
- conservation
Scaffolding: Practice in which parents time interactions so that infants experience turn taking with the parents; these interactions allow infants to be more skillful than they would be if they had to rely only on their own abilities.
When adults are working with young children, they often provide a lot of hints, assistance, instructions, and other support to help the children succeed. As the children indicate that they can do more for themselves, the adults begin to withdraw their support. This shows the adults' involvement in the children's
- zone of proximal development.
- development of conservational abilities.
- enhancement of intuitive reasoning.
- process of centration.
Zone Of Proximal Development (ZPD): Vygotsky’s term for tasks that are too difficult for children to master alone but can be mastered with the assistance of adults or more-skilled children.
Which of the following did Vygotsky call the "buds" or "flowers" of development?
- tasks a child can accomplish independently
- intuitive thinking and rational thinking
- a child's cognitive skills that are in the process of maturing
- a child's gross motor skills that are fully developed
Cognitive Processes: Changes in an individual’s thought, intelligence, and language.
Three-year-old Sharon can solve 4-piece jigsaw puzzles on her own but needs her parents' help to solve 6-piece jigsaw puzzles. Which of the following represents the upper limit of Sharon's zone of proximal development (ZPD) for solving such puzzles?
- Sharon moving on to 10-piece puzzles
- Sharon solving 6-piece puzzles with her parents' help
- Sharon helping her two-year-old brother solve 4-piece puzzles
- Sharon mastering 4-piece puzzles
Zone Of Proximal Development (ZPD): Vygotsky’s term for tasks that are too difficult for children to master alone but can be mastered with the assistance of adults or more-skilled children.
Kevin is just learning to walk. He can take a few steps by himself if he uses both hands to hold on to a piece of furniture for support. He can walk to the middle of a room only if one of his parents holds his hands. Which of the following represents the lower limit of Kevin's zone of proximal development (ZPD) for walking?
- Kevin learning to run after he has mastered walking by himself
- Kevin going back to crawling when he becomes frustrated trying to walk by himself
- Kevin walking alone by holding on to a piece of furniture with his hands
- Kevin learning to walk by holding his parents' hands
According to Gauvain and Perez, which of the following factors can enhance the effectiveness of the zone of proximal development?
- ambivalent attachment
- absolute emotion control
- child compliance
- maternal strictness
The zone of proximal development (ZPD) is Vygotsky's term for
- a young adult's cognitive development achieved through interaction with children.
- the variety of work that a child can do with ease at a particular stage of cognitive development.
- how a child's environment and his or her genetically programmed learning ability interact during a critical period.
- the range of tasks that are too difficult for a child to master alone but can be learned with guidance and assistance from adults or more-skilled children.