Lev Vygotsky's Sociocultural Pespective Lev Research Proposal

Teachers who are experts in certain subjects, such as science and mathematics, use the child's everyday knowledge and associations to create a new basis of knowledge and open the possibilities of critical thinking. Particularly, Renshaw shows how Davydov applied these concepts to the mathematics curriculum.

According to Davydov, and indeed as Vygotsky notes, children do not acquire specialized, organized, or scientific knowledge in an automatic manner. In this, the latter rejects the transmission model of learning, which "allows" children to assimilate knowledge by exposing them to it rather than consciously imparting it to them. Instead, a child needs specialized guidance via a social process that combines everyday experience with more abstract notions. Basing his views on this, Davydov holds that a mathematics curriculum, particularly at the elementary level, is to follow a logical, psychological, and didactic procedure.In this way, children are led towards greater knowledge in steps that focus on their current level of development and knowledge.

Vygotsky's theories have influenced many areas of psychological theory, with many recognizing him as a leading figure in his field. Many curricula and programs today still follow his leadership, specifically in terms of elementary education.

Sources

Renshaw, Peter D. (1992, Nov). The Sociocultural theory of teaching and learning: Implications for the curriculum in the Australian context. http://webpages.charter.net/schmolze1/vygotsky/renshaw.html

Tappan, Mark B. (1998). Sociocultural Psychology and Caring Pedagogy: Exploring Vygotsky's "Hidden Curriculum." Educational Psychologist. Vol 33, Iss 1. http://www.questia.com/PM.qst?a=o&d=76994962

The Winding Path. (2007). Introduction to Human Development: Socio-cultural Perspective. http://thewindingpath.net/2007/11/01/introduction-to-human-development-socio-cultural-perspective.....