{"id":235,"date":"2021-05-27T14:32:39","date_gmt":"2021-05-27T14:32:39","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/child\/?post_type=chapter&p=235"},"modified":"2024-07-11T18:32:25","modified_gmt":"2024-07-11T18:32:25","slug":"contextual-approach-2","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/child\/chapter\/contextual-approach-2\/","title":{"raw":"Contextual Approach","rendered":"Contextual Approach"},"content":{"raw":"The c<\/strong>ontextual approach<\/strong>\u00a0considered the relationship between individuals and their physical, cognitive, and social worlds. They also examine socio-cultural and environmental influences on development. We will focus on two influential theorists who pioneered this perspective: Lev Vygotsky and Urie Bronfenbrenner.\u00a0Lev Vygotsky\u00a0was a Russian psychologist who is best known for his sociocultural theory. He believed that social interaction plays a critical role in children\u2019s learning; through such social interactions, children go through a continuous process of scaffolded learning. Urie\u00a0Bronfenbrenner developed the ecological systems\u00a0theory\u00a0to explain how everything in a child and the child\u2019s environment affects how a child grows and develops. He labeled different aspects or levels of the environment that influence children\u2019s development.\r\n
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Vygotsky\u2019s Sociocultural Theory<\/strong><\/h2>\r\n<\/div>\r\n\"\"\r\n

Figure 1<\/strong>. Lev Vygotsky, founder of the sociocultural theory, which emphasizes contextual factors in cognitive development<\/p>\r\nModern social learning theories stem from the work of Russian psychologist Lev Vygotsky (Kozulin, 1990). Vygotsky\u2019s ideas are most recognized for identifying the role of social interactions and culture in the development of higher-order thinking skills. His theory is especially valuable for the insights it provides about the dynamic \u201cinterdependence between individual and social processes in the construction of knowledge\u201d (John-Steiner & Mahn, 1996, p. 192). Vygotsky\u2019s views are often considered primarily as cognitive development theories, focusing on qualitative changes in the development of thought, language, and higher-order thinking skills. Although Vygotsky\u2019s intent was mainly to understand higher psychological processes in children, his ideas have many implications and practical applications for learners of all ages.\r\n\r\nThree themes are often identified with Vygotsky\u2019s ideas of sociocultural learning: (1) human development and learning originate in social, historical, and cultural interactions, (2) use of psychological tools, particularly language, mediate development of higher mental functions, and (3) learning occurs within the Zone of Proximal Development. While we discuss these ideas separately, they are closely interrelated, non-hierarchical, and connected.\r\n\r\nVygotsky\u2019s\u00a0sociocultural theory<\/strong>\u00a0emphasizes the importance of culture and interaction in the development of cognitive abilities. Vygotsky contended that thinking has social origins, social interactions play a critical role, especially in the development of higher-order thinking skills, and cognitive development cannot be fully understood without considering the social and historical context within which it is embedded. He explained, \u201cEvery function in the child\u2019s cultural development appears twice: first, on the social level, and later, on the individual level; first between people (interpsychological) and then inside the child (intrapsychological)\u201d (Vygotsky, 1978, p. 57). \u00a0It is through working with others on a variety of tasks that a learner adopts socially shared experiences and associated effects and acquires useful strategies and knowledge (Scott & Palincsar, 2013).\r\n\r\nRogoff (1990) refers to this process as guided participation, where a learner actively acquires new culturally valuable skills and capabilities through a meaningful, collaborative activity with an assisting, more experienced other. It is critical to notice that these culturally mediated functions are viewed as being embedded in sociocultural activities rather than being self-contained. Development is a \u201ctransformation of participation in a sociocultural activity,\u201d not a transmission of discrete cultural knowledge or skills (Matusov, 2015, p. 315).\r\n

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Scaffolding and the Zone of Proximal Development<\/h3>\r\n<\/div>\r\nVygotsky differed with Piaget in that he believed that a person has not only a set of abilities but also a set of potential abilities that can be realized if given the\u00a0proper guidance from others.\u00a0He believed that through guided participation known as\u00a0scaffolding<\/strong>, with a teacher or capable peer, a child could learn cognitive skills within a certain range known as the\u00a0zone of proximal <\/strong>development<\/strong>. While Piaget\u2019s ideas of cognitive development assume that development through certain stages is biologically determined, originates in the individual, and precedes cognitive complexity, Vygotsky presents a different view in which learning drives development.\u00a0The idea of learning driving development, rather than being determined by the developmental level of the learner, fundamentally changes our understanding of the learning process and has significant instructional and educational implications (Miller, 2011).\r\n\r\n\"\"\r\n

Figure 2.<\/strong> Model of zone of proximal development.<\/p>\r\nHave you ever taught a child to perform a task?\u00a0Maybe it was brushing their teeth or preparing food.\u00a0Chances are you spoke to them and described what you were doing while you demonstrated the skill and let them work along with you throughout the process.\u00a0You assisted them when they seemed to need it, but once they knew what to do-you stood back and let them go.\u00a0This\u00a0is scaffolding.\u00a0Educators have also adopted this approach to teaching.\u00a0Rather than assessing students on what they are doing, they should be understood in terms of what they are capable of doing with the proper guidance.\r\n\r\nThis difference in assumptions has significant implications for the design and development of learning experiences. If we believe as Piaget did that development precedes learning, then we will make sure that new concepts and problems are not introduced until learners have developed innate capabilities to understand them. On the other hand, if we believe as Vygotsky did that learning drives development and that development occurs as we learn a variety of concepts and principles, recognizing their applicability to new tasks and new situations, then our instructional design will look very different.\r\n\r\nhttps:\/\/youtu.be\/-p_-0n2f35o\r\n\r\nVideo 1.\u00a0<\/strong>Vygotsky's Sociocultural Development\u00a0<\/em>explains the influence of the social environment on cognition and how more knowledgeable others help us learn within our zone of proximal development.\r\n

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Bronfenbrenner\u2019s Ecological Systems Theory<\/h3>\r\n<\/div>\r\nAnother psychologist who recognized the importance of the environment on development was American psychologist Urie Bronfenbrenner (1917-2005), who formulated the\u00a0ecological systems theory<\/strong>\u00a0to explain how the inherent qualities of a child and their environment interact to influence how they will grow and develop.\u00a0The term \u201cecological\u201d refers to a natural environment; human development is understood through this model as a long-lasting transformation in the way one perceives and deals with the environment. Bronfenbrenner\u2019s ecological theory stresses the importance of studying children in the context of multiple environments because children typically find themselves\u00a0enmeshed simultaneously in different ecosystems. Each of these systems inevitably interacts with and influence each other in every aspect of the child\u2019s life,\u00a0from the most intimate level to the broadest.\u00a0Furthermore, he eventually renamed his theory the\u00a0bioecological model<\/strong>\u00a0in order to recognize the importance of biological processes in development.\u00a0However, he only recognized biology as producing a person\u2019s potential, with this potential being realized or not via environmental and social forces.\r\n\r\n\"\"\r\n

Figure 3<\/strong>. Bronfenbrenner's ecological theory emphasizes the influence of microsystems, mesosystems, exosystems, and macrosystems on an individual. Not pictured is the chronosystem, or the historical context and timeframe which provides the context for all the other systems.\u00a0The chronosystem includes environmental events, major life transitions, and historical events.<\/p>\r\nAn individual is impacted by\u00a0microsystems<\/strong>\u00a0such as parents or siblings--those who have direct, significant contact with the person.\u00a0The\u00a0input of those people is modified by the cognitive and biological state of the individual as well. These influence the person\u2019s actions, which in turn influence systems operating on them.\u00a0The\u00a0mesosystem<\/strong>\u00a0includes larger organizational structures such as school, the family, or religion.\u00a0These institutions impact the microsystems just described.\u00a0For example, the religious teachings and traditions of a family may create a climate that makes the family feel stigmatized, and this indirectly impacts the child\u2019s view of themself and others.\u00a0The\u00a0philosophy of the school system, daily routine, assessment methods, and other characteristics can affect the child\u2019s self-image, growth, sense of accomplishment, and schedule, thereby impacting the child physically, cognitively, and emotionally.\u00a0These mesosystems both influence and are influenced by the broader contexts of the community, referred to as the\u00a0exosystem<\/strong>.\u00a0A community\u2019s values, history, and economy can impact the organizational structures it houses. Furthermore, the community is influenced by\u00a0macrosystems<\/strong>, which are cultural elements such as global economic conditions, war, technological trends, values, philosophies, and society\u2019s responses to the global community.\u00a0In sum, a child\u2019s experiences are shaped by larger forces such as family, school, religion, and culture.\u00a0All of this occurs within the relevant historical context and timeframe, or\u00a0chronosystem<\/strong>.\u00a0The chronosystem is made up of the environmental events and transitions that occur throughout a child\u2019s life, including any socio-historical events. This system consists of all the experiences that a person has had during their lifetime.\r\n\r\n[embed]https:\/\/youtu.be\/HV4E05BnoI8[\/embed]\r\n\r\nVideo 1<\/strong>.\u00a0<\/strong>Bronfenbrenner's Ecological Theory<\/em> explains the various layers, the interactions between them, and the influence this has on individual development.\r\n

<\/h3>","rendered":"

The c<\/strong>ontextual approach<\/strong>\u00a0considered the relationship between individuals and their physical, cognitive, and social worlds. They also examine socio-cultural and environmental influences on development. We will focus on two influential theorists who pioneered this perspective: Lev Vygotsky and Urie Bronfenbrenner.\u00a0Lev Vygotsky\u00a0was a Russian psychologist who is best known for his sociocultural theory. He believed that social interaction plays a critical role in children\u2019s learning; through such social interactions, children go through a continuous process of scaffolded learning. Urie\u00a0Bronfenbrenner developed the ecological systems\u00a0theory\u00a0to explain how everything in a child and the child\u2019s environment affects how a child grows and develops. He labeled different aspects or levels of the environment that influence children\u2019s development.<\/p>\n

\n

Vygotsky\u2019s Sociocultural Theory<\/strong><\/h2>\n<\/div>\n

\"\"<\/p>\n

Figure 1<\/strong>. Lev Vygotsky, founder of the sociocultural theory, which emphasizes contextual factors in cognitive development<\/p>\n

Modern social learning theories stem from the work of Russian psychologist Lev Vygotsky (Kozulin, 1990). Vygotsky\u2019s ideas are most recognized for identifying the role of social interactions and culture in the development of higher-order thinking skills. His theory is especially valuable for the insights it provides about the dynamic \u201cinterdependence between individual and social processes in the construction of knowledge\u201d (John-Steiner & Mahn, 1996, p. 192). Vygotsky\u2019s views are often considered primarily as cognitive development theories, focusing on qualitative changes in the development of thought, language, and higher-order thinking skills. Although Vygotsky\u2019s intent was mainly to understand higher psychological processes in children, his ideas have many implications and practical applications for learners of all ages.<\/p>\n

Three themes are often identified with Vygotsky\u2019s ideas of sociocultural learning: (1) human development and learning originate in social, historical, and cultural interactions, (2) use of psychological tools, particularly language, mediate development of higher mental functions, and (3) learning occurs within the Zone of Proximal Development. While we discuss these ideas separately, they are closely interrelated, non-hierarchical, and connected.<\/p>\n

Vygotsky\u2019s\u00a0sociocultural theory<\/strong>\u00a0emphasizes the importance of culture and interaction in the development of cognitive abilities. Vygotsky contended that thinking has social origins, social interactions play a critical role, especially in the development of higher-order thinking skills, and cognitive development cannot be fully understood without considering the social and historical context within which it is embedded. He explained, \u201cEvery function in the child\u2019s cultural development appears twice: first, on the social level, and later, on the individual level; first between people (interpsychological) and then inside the child (intrapsychological)\u201d (Vygotsky, 1978, p. 57). \u00a0It is through working with others on a variety of tasks that a learner adopts socially shared experiences and associated effects and acquires useful strategies and knowledge (Scott & Palincsar, 2013).<\/p>\n

Rogoff (1990) refers to this process as guided participation, where a learner actively acquires new culturally valuable skills and capabilities through a meaningful, collaborative activity with an assisting, more experienced other. It is critical to notice that these culturally mediated functions are viewed as being embedded in sociocultural activities rather than being self-contained. Development is a \u201ctransformation of participation in a sociocultural activity,\u201d not a transmission of discrete cultural knowledge or skills (Matusov, 2015, p. 315).<\/p>\n

\n

Scaffolding and the Zone of Proximal Development<\/h3>\n<\/div>\n

Vygotsky differed with Piaget in that he believed that a person has not only a set of abilities but also a set of potential abilities that can be realized if given the\u00a0proper guidance from others.\u00a0He believed that through guided participation known as\u00a0scaffolding<\/strong>, with a teacher or capable peer, a child could learn cognitive skills within a certain range known as the\u00a0zone of proximal <\/strong>development<\/strong>. While Piaget\u2019s ideas of cognitive development assume that development through certain stages is biologically determined, originates in the individual, and precedes cognitive complexity, Vygotsky presents a different view in which learning drives development.\u00a0The idea of learning driving development, rather than being determined by the developmental level of the learner, fundamentally changes our understanding of the learning process and has significant instructional and educational implications (Miller, 2011).<\/p>\n

\"\"<\/p>\n

Figure 2.<\/strong> Model of zone of proximal development.<\/p>\n

Have you ever taught a child to perform a task?\u00a0Maybe it was brushing their teeth or preparing food.\u00a0Chances are you spoke to them and described what you were doing while you demonstrated the skill and let them work along with you throughout the process.\u00a0You assisted them when they seemed to need it, but once they knew what to do-you stood back and let them go.\u00a0This\u00a0is scaffolding.\u00a0Educators have also adopted this approach to teaching.\u00a0Rather than assessing students on what they are doing, they should be understood in terms of what they are capable of doing with the proper guidance.<\/p>\n

This difference in assumptions has significant implications for the design and development of learning experiences. If we believe as Piaget did that development precedes learning, then we will make sure that new concepts and problems are not introduced until learners have developed innate capabilities to understand them. On the other hand, if we believe as Vygotsky did that learning drives development and that development occurs as we learn a variety of concepts and principles, recognizing their applicability to new tasks and new situations, then our instructional design will look very different.<\/p>\n