Pack Back Questions Exam 1 And Answers
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What is the difference between the Zone of Proximal Development and Apprenticeship? -
answer-Zone of proximal development is important when children are learning education
based ideas for their cognitive development. The zone means that children ...
What is the difference between the Zone of Proximal Development and Apprenticeship? -
answer✔-Zone of proximal development is important when children are learning education
based ideas for their cognitive development. The zone means that children can only learn what
their level of cognition is for the child's age. This zone is supposed to lead towards further
cognitive development because it starts at the basics which then give the child more
independence to grow. In the concept of zone of proximal development is another concept of
scaffolding.
-Scaffolding happens when, "experts are sensitive to the abilities of the novice and respond
contingently to the novice's responses in a learning situation so that the novice gradually
increases his or her understanding of a problem". This means that when a child is learning from a
parent, the parent understand what level the child is at and using prompting as needed for the
child to understand the problem and then gradually as the child begins to understand, the parent
will fade the prompts until the child has an independent understanding of the problem.
-Apprenticeship is slightly different than zone of approximation because it deals with the child
learning everyday tasks and problems from the parent, not just an educational based task or
problem. Also, the learning is not all forced by the parents because the child may also insert
themselves in a position where they want to learn more from the parent which prompts the
parents to increase the skill level for the child.
-In the idea of apprenticeship is guided participation. This is different than scaffolding because it
is, "the process and system of involvement of individuals with others, as they communicate and
engage in shared activities" This engage can be when doing household chores between parent
and child, or cooking. These situations allow the child to learn from the parent by modeling.
What are the social origins of early cognitive competencies? - answer✔Vygotsky's general
genetic law of cultural development emphasizes the importance of social contributions to
cognitive growth more so than what is innate in the child themselves. He stated, "Any function in
the child's cultural development appears twice, or on two planes. First it appears on the social
plane, and then on the psychological plane.
-First it appears between people as an interpsychological category, and then within the child as
an intrapsychological category" The general genetic law of cultural development is designed to
show how children learn socially how to form concepts, preform logical tasks or begin to think
logically and work on a logical memory; this is all formed from their cultural that surrounds
them.
-This differs from innate representational constraints because innate representational constraints
focus on what the child is born with, the internal processes of math or grammar for example that
is already innate in the child which gives a basis to form off of. The general genetic law of
cultural development does not believe that a child has innate cognitive development at birth but
that it is formed from their social surrounding first, and then becomes internalized.
-An example from the text that compares the two theories is, These communities vary in a
number of ways, of course, but one was the extent to which children were exposed to the day-to-
day lives of adults. In Western cultures such as ours, beginning in the preschool years, children
are often segregated from adults and receive much culturally important information and
instruction in school rather than "on the job." In contrast, in the Efe and San Pedro cultures,
children are in close contact with adults during most of the day and observe and interact with
adults while they perform important cultural activities" This example overall is
What are cognitive artifacts and how are these related to thinking? - answer✔Cognitive Artifacts
refer to an approach of thinking that incorporates the interactions children have had with adults
relative to their cultural environment in a way that allows them to utilize their functional skills
more efficiently on a daily basis. The example provided in the text uses memory to illustrate the
different methods used by literate (notes) or preliterate (tying a string around the finger)
societies. These artifacts are split into two categories; physical, such as maps and symbolic, such
as reasoning. An example of how this might differ in a broader sociocultural sense is through
language. An example of this can be seen in pronunciation, contractions, etc. In contrast, a
language such as Spanish is structured in a way where most grammatical rules follow a logical
pattern that is easier to follow.
What is Vygotsky's Sociocultural Theory? - answer✔Vygotsky's Sociocultural Theory
"emphasized that development is guided by adults interacting with children, with the cultural
context determining largely how, where, and when these interactions take place" (115). He stated
that development is largely influenced by parent's interactions with children, mainly including
the child's problem solving. He proposed that there are four levels of interaction in children's
environments- ontogenetic, microgenetic, phylogenetic, and sociohistorical.
-Ontogenetic refers to the individual's development throughout their lifetime.
-Microgenetic refers to changes that happen every once in a while.
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