LA PATRIA COLLEGE

Santiago City

INSTRUCTIONAL MODULE IN EDUC 1

The Child and Adolescent Development

TOPIC/S: CHAPTER II: DEVELOPMENTAL THEORISTS AND THEORIES (Continuation)

D. Social Learning Theories
• Lev Vygotsky
• B. F. Skinner

WEEK: 9 Online Classes/Consultation Time: Sat 12:00 – 2:00 pm CTE 1A

Time Allotment: 3 Hours Sat 9:00 – 11:00 am CTE 1B

OBJECTIVE/ LEARNING OUTCOME:

At the end of the period, the students will be able to use scaffolding in teaching a skill.

DISCUSSION

DEVELOPMENTAL THEORIST AND THEORIES

D. Social Learning Theories

• Lev Vygotsky: Social Learning Theory (1896-1934)

Russian psychologist and lecturer.
Started laboratory research in his twenties and then died of tuberculosis in his thirties.

When Vygotsky was a young boy, he was educated under a teacher who used the Socratic Method.
This method was a systematic question and answer approach that allowed Vygotsky to examine
current thinking and practice higher levels of understanding. This experience, together with his interest
in literature and his work as a teacher, led him to recognize social interaction and language as two
central factors in cognitive development. His theory became known as the Socio-Cultural Theory of
Development.

In the nature vs. nurture debate, Vygotsky believed that nurture influenced development more
than nature. Vygotsky's basic premise was that social interaction is an essential role in learning.
The child's development appears twice – first on the social level, then on an individual level. He
believed skills develop to a higher level with social interactions of adult guidance or peer collaboration.
Vygotsky saw adults as a tool that children used to solve "knowledge problems", to learn how their culture
worked and how they fit in. He believed that thinking skills and language skills reinforce each other.

5 step process of sociocultural development:

1) adults provide tools, modeling, guidance, interaction and encouragement,
2) a child performs tasks under adult supervision,
3) adults help the child divide tasks into smaller segments and assess the child’s understanding,
4) adults provide support or scaffolding, and
5) adults guide a child and aid in their transition into new situations

Piaget and Vygotsky

Vygotsky worked on his theory around the same time as Piaget in between the 1920’s and 30’s but
they had clear differences in their views about cognitive development. Since Piaget was taken up already
in the preceding module, it would be easier now to see how his views compare with Vygotsky.

Piaget Vygotsky
More individual in focus More social in focus
Believed that there are universal stages of Did not propose stages but emphasized on
cognitive development cultural factors in cognitive development
Did not give much emphasis on language Stressed the role of language in cognitive
development

Social Interaction. Piaget’s theory was more individual, while Vygotsky was more social. Piaget’s
work on Piagetian’s task focused heavily on how an individual’s own processing of the tasks. Vygotsky,
on the other hand gave more weight on the social interactions that contributed to the cognitive
development of individuals. For him, the social environment or the community takes on a major role in
one’s development.
Vygotsky emphasized that effective learning happens through participation in social activities,
making the social context of learning crucial. Parents, teachers and other adults in the learners’
environment all contribute to the process. They explain, model, assist, give directions and provide
feedback to the learner. Peers, on the other hand, cooperate and collaborate and enrich the learning
experience.
 Cultural factors. Vygotsky believed in the crucial role that culture played on the cognitive
development of children. Piaget believed that as the child develops and matures, he goes through universal
stages of cognitive development that allows him to move from simple explorations with senses and muscles
to complex reasoning. Vygotsky, on the other hand, looked into the wide range of experiences that a culture
would give to a child. For instance, one culture’s view about education, how children are trained early in life
all can contribute to the cognitive development of the child.
Language. Language opens the door for learners to acquire knowledge that others already have.
Learners can use language to know and understand the world and solve problems. Language serves a social
function but it also has an important individual function. It helps the learner regulate and reflect on his own
thinking. Children talk to themselves. Observe preschoolers play and you may hear “Gagawin ko itong
airplane (holding a rectangular block), tapos ito and airport (holding two blocks).” For Vygotsky, this
“talking-to-oneself” is an indication of thinking that goes on in the mind of the child. This will eventually
lead to private speech. Private speech is a form of self-talk that guides the child’s thinking and action.
Vygotsky believed in the essential role of activities in learning. Children learn best through hands-on
activities than when listening passively. Learning by doing is even made more fruitful when children interact
with knowledgeable adults and peers.

Zone of Proximal Development

When a child attempts to perform a skill alone, she may not be immediately proficient at it. So, alone
she may perform at a certain level of competency. We refer to this as the zone of actual development.
However, with the guidance of a More Knowledge Other (MKO), competent adult or a more advanced peer,
the child can perform at a higher level of competency. The difference between what the child can
accomplish alone and what she can accomplish with the guidance of another is what Vygotsky referred to as
zone of proximal development. The zone represents a learning opportunity where a knowledgeable adult
such as a teacher or parent or a more advanced peer can assist the child’s development.
The support or assistance that lets the child accomplish a task he cannot accomplish independently is
called scaffolding. Scaffolding is not about doing task for the child while he watches. It is not about doing
shortcuts for the child. Unzipping the lunch bag, opening the food container and putting straw in the child’s
tetra pack juice for him is not scaffolding. Scaffolding should involve the judicious assistance given by the
adult or peer so that the child can move from the zone of actual to the zone of proximal development. When
the adult unzips the zipper an inch or two, and then holds the lunch bag still so that the child can continue
to unzip the lunch bag is scaffolding. Loosening the food container lid just a bit and letting the child open
the lid himself is scaffolding. Leading the straw to the hole and letting the child put the straw through the
tetra pack hole is scaffolding.
The examples given above shows how right amount of assistance can allow the child to accomplish
the task. The instructor should scaffold in such a way that the gap is bridged between the learner’s current
skill levels and the desired skill level. As learners become more proficient, able to complete tasks on their
own that they could not initially do without assistance, the guidance can be withdrawn. This is called
scaffold and fade-away technique. Scaffolding, when done appropriately can make a learner confident
and eventually he can accomplish the task without any need for assistance.

Why are Vygotsky's ideas significant?

Vygotsky's theory attempts to explain consciousness as the end product of socialization – i.e. the
learning of language is first for communication, it then becomes internalized and allows "inner
speech".
Makes us realize that social contacts are essential for children's learning.
Caregivers who are able to provide plenty of opportunities for social contact for children will
encourage good language and thinking skills development.

• B. F. Skinner (Burrhus Frederic Skinner): Social Learning Theory (1904-1990)

American psychologist and educator.
Most of his work was done with small rats in mazes. No systematic research was done on children.
Skinner's theory is based on "operant conditioning" – behavior is followed by a consequence and
the nature of the consequence modifies the tendency to repeat the behavior – a method of learning
through rewards and punishment.
Introduced the concepts of positive reinforcement (i.e. if desired behavior occurs something good
happens) and negative reinforcement (i.e. when a bad behavior is stopped by the desired behavior).
Extinction is when nothing happens when the behavior happens and eventually the behavior will stop.
Intermittent reinforcement (mix positive reinforcement with extinction) was the best way to ensure
behavior continued. The hope for a reward is the most powerful motivator.
Skinner believed that parents play a very important role in teaching children through the use of
positive and negative feedback. He argued that children will repeat rewarded behavior to get more
rewards (reinforcing stimuli) – increased probability of the behavior occurring in the future. Similarly, that
children will stop "bad" behavior that gets repeatedly punished (aversive stimuli) – decreased probability
of the behavior occurring in the future.

Key concepts of Operant Conditioning (sometimes referred to as instrumental conditioning):

Reinforcement: any event that strengthens or increases the behavior it follows.
Positive reinforcement – a particular behavior is strengthened by the consequence of
experiencing a positive condition. A behavior is more likely to occur again if the person finds
the consequence rewarding.
Negative reinforcement – a particular behavior is strengthened by the consequence of
stopping or avoiding a negative condition.
Punishment: any event that weakens or eliminates a response rather than increase it.

Schedules of Reinforcement based on his study of rats:

Continuous reinforcement – reinforces the behavior every time it occurs Fixed
Ratio schedule – ratio between behavior and reinforcement (3:1; 5:1)
Fixed interval schedule – 1 behavior /time period followed by a reinforcement (1 behavior every 20
seconds yields a reinforcement)

Why are Skinner’s ideas significant?

Skinner’s ideas are significant because it shows that children can learn through trial and error.
His ideas are also important for parents and caregivers. His ideas encourage parents and caregivers to
provide positive feedback and negative feedback to try to influence a child’s behavior.
There is support for the notion of simple rewards, such as positive support for children's emotional
needs, but "punishment" is not supported.

REFERENCE:

Corpuz, Brenda B., et al. (2010). Child and Adolescent Development. Lorimar Publishing Inc., Cubao,
Quezon City, Metro Manila. ISBN 971-685-721-4

LEARNING TASK/ ACTIVITY

Week 9 (October 19 - 23, 2020)

General Directions:
1. Answers must be encoded or if written, capture it using CamScanner.
2. Your file must be sent in PDF and name it with this format: LAST NAME, FIRST NAME–WEEK NO.-
COURSE CODE (Example: DELA CRUZ, JUAN-WEEK 3-EDUC107A)
3. Send your output not later than October 27, 2020, 5:00PM.
Follow this step in sending your output: Click view assignment > add work > upload from this device
(choose your file to be sent) > turn in/hand in

QUIZ 4. APPLICATION. Directions: Complete the exercise on how you are going to do scaffolding.
1. Choose a skill you are good in. ________________________________________
2. Identify an individual to whom you can teach this skill. Somebody who will benefit from
scaffolding. _______________________________________________________
3. Break down the steps you will take in teaching the skill.
_____________________________________________________________________
4. Determine how you will use scaffolding. Describe the specific actions you will do to scaffold.
________________________________________________________________________
5. Teach the skill to the individual. ______________________________________________
6. Describe how the learning activity went.
________________________________________________________________________

Congratulations! You are now on the Half Way!

Prepared by:

NOVELYN L. MITRA, LPT, MST October 19, 2020

Instructor

Reviewed/Approved:

LILY MAE M. KIMAYONG, MBA

Vice President for Academic Affairs