{"id":2719,"date":"2019-04-19T19:05:13","date_gmt":"2019-04-19T19:05:13","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/wm-lifespandevelopment\/?post_type=chapter&#038;p=2719"},"modified":"2024-04-29T23:12:10","modified_gmt":"2024-04-29T23:12:10","slug":"contextual-perspectives","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/wm-lifespandevelopment\/chapter\/contextual-perspectives\/","title":{"raw":"Contextual Perspectives","rendered":"Contextual Perspectives"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3>Learning Outcomes<\/h3>\r\n<ul>\r\n \t<li>Describe\u00a0Vygotsky's sociocultural theory of cognitive development<\/li>\r\n \t<li>Explain Bronfenbrenner\u2019s bioecological model<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2><strong>Contextual Perspectives: A Broad Approach to Development<\/strong><\/h2>\r\n<strong>C<\/strong><b>ontextual perspectives\u00a0<\/b>consider 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 major 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's 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's environment affects how a child grows and develops. He labeled different aspects or levels of the environment that influence children's development.\r\n<h2><strong>Vygotsky's Sociocultural Theory:\u00a0Changes in thought with guidance<\/strong><\/h2>\r\n[caption id=\"attachment_3314\" align=\"alignright\" width=\"217\"]<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11105316\/434px-Lev-Semyonovich-Vygotsky-1896-1934.jpg\"><img class=\"wp-image-3314 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11105316\/434px-Lev-Semyonovich-Vygotsky-1896-1934-217x300.jpg\" alt=\"Vygotsky wearing a suit and tie. He has short brown hair, dark features, and no facial hair.\" width=\"217\" height=\"300\" \/><\/a> <strong>Figure 1<\/strong>. Lev Vygotsky, founder of the sociocultural theory, which emphasizes contextual factors in cognitive development.[\/caption]\r\n\r\nModern social learning theories stem from the work of Russian psychologist Lev Vygotsky, who produced his ideas as a reaction to existing conflicting approaches in psychology (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 &amp; Mahn, 1996, p. 192). Vygotsky\u2019s views are often considered primarily as developmental theories, focusing on qualitative changes in behavior over time as attempts to explain unseen processes of 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's\u00a0<strong>sociocultural theory<\/strong> emphasizes 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 &amp; 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<h3>Scaffolding and the Zone of Proximal Development<\/h3>\r\n[caption id=\"attachment_3315\" align=\"alignleft\" width=\"300\"]<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11114020\/070423-F-5271G-001.jpeg\"><img class=\"wp-image-3315 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11114020\/070423-F-5271G-001-300x225.jpeg\" alt=\"Elementary children share their drawings with other classmates April 23 at Aviano Air Base, Italy. Each child drew a picture of using their hands in a positive way instead of using their hands to hit others. Students drew pictures of themselves making a cake, playing an instrument and shooting hoops. (U.S. Air Force photo\/Airman 1st Class Justin Goodrich)\" width=\"300\" height=\"225\" \/><\/a> <strong>Figure 2<\/strong>. According to \u00a0Vygotsky, children can develop cognitively in their understanding of the world and learn what is important in society through play and cooperation with others.[\/caption]\r\n\r\nVygotsky differed with Piaget in that he believed that a person not only has 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 <strong>scaffolding<\/strong>, with a teacher or capable peer, a child can learn cognitive skills within a certain range known as the <strong>zone of proximal 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\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 gave them assistance when they seemed to need it, but once they knew what to do-you stood back and let them go.\u00a0This\u00a0is scaffolding.\u00a0This\u00a0approach to teaching has also been adopted by educators.\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<div class=\"textbox examples\">\r\n<h3>Watch It<\/h3>\r\nWatch this video to learn more about Vygotsky's theory of sociocultural development.\r\n\r\n[embed]https:\/\/www.youtube.com\/embed\/-p_-0n2f35o[\/embed]\r\n\r\nYou can <a href=\"https:\/\/oerfiles.s3-us-west-2.amazonaws.com\/Lifespan+Development\/Transcriptions\/VygotskySocioculturalDevelopment_transcript.txt\" target=\"_blank\" rel=\"noopener\">view the transcript for \"Vygotsky sociocultural development | Individuals and Society\" here (opens in new window)<\/a>.\r\n\r\n<\/div>\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assess.lumenlearning.com\/practice\/d25401e6-2f9e-4603-bf72-f5896e59a824\r\n\r\n&nbsp;\r\n\r\nhttps:\/\/assess.lumenlearning.com\/practice\/a2c0e750-0f69-482e-ba65-5a954a2905dc\r\n\r\n<\/div>\r\n<h2 id=\"firstHeading\" class=\"firstHeading\" lang=\"en\">Bronfenbrenner's Ecological Systems Theory<\/h2>\r\nAnother psychologist who recognized the importance of the environment on development was American psychologist, Urie Bronfenbrenner (1917-2005), who formulated the <strong>ecological systems theory<\/strong> to explain how the inherent qualities of a child and their environment interact to influence how they will grow and develop.\u00a0The term \"ecological\" 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's 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 interact 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<strong>\u00a0bioecological model<\/strong>\u00a0in order to recognize the importance of biological processes in development.<sup id=\"cite_ref-ceci_8-0\" class=\"reference\"><\/sup>\u00a0However, he only recognized biology as producing a person's potential, with this potential being realized or not via environmental and social forces.\r\n<div class=\"textbox examples\">\r\n<h3>Connect It<\/h3>\r\nIn 1964, Bronfenbrenner appeared before the U.S. Congress with a mission to\u00a0convince Congress that a child\u2019s prospect is not genetically predetermined but rather the result of the larger environment they are placed in. Children who grow up in unfortunate social structures therefore need a form of support that not only reaches their families but also elements of their community. Bronfenbrenner\u2019s theory helped form the Head Start program in 1965, a federally funded preschool program that has served more than 35 million children living in poverty since.\r\n\r\n<\/div>\r\n<div>Here are the main components of the ecological systems theory:<\/div>\r\n<ul>\r\n \t<li>A <strong>microsystem<\/strong> is any system or environment in which a person has direct interaction, such as their home, school, workplace, or place of worship. It consists of the immediate influences on a person.<\/li>\r\n \t<li>The\u00a0<strong>mesosystem<\/strong>\u00a0is concerned with the interrelationships and interactions between different microsystems. For example, a child's parents may have positive relationships with the child's teachers, which can contribute to positive outcomes for the child.<\/li>\r\n \t<li>These mesosystems both influence and are influenced by the larger contexts of the community, referred to as the <strong>exosystem<\/strong>. The exosystem\u00a0can impact a person's development even though they don't have direct interaction with it. For instance, a community\u2019s values, history, and economy can impact the organizational structures it houses.<\/li>\r\n \t<li>The community is influenced by <strong>macrosystems<\/strong>, which are cultural elements like global economic conditions, war, technological trends, values, philosophies, and a society\u2019s responses to the global community.<\/li>\r\n \t<li>All of this occurs within the relevant historical context and timeframe, or <strong>chronosystem<\/strong>.\u00a0<span style=\"background-color: #ffffff;\">The chronosystem is made up of the environmental events and transitions that occur throughout a child\u2019s life, including any socio-historical events.\u00a0<\/span><\/li>\r\n<\/ul>\r\n<div class=\"ab-test-original\">\r\n\r\n[caption id=\"attachment_3316\" align=\"aligncenter\" width=\"507\"]<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11134153\/Bronfenbrenners_Ecological_Theory_of_Development_English.jpg\"><img class=\"wp-image-3316 size-full\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11134153\/Bronfenbrenners_Ecological_Theory_of_Development_English.jpg\" alt=\"Brofenbrenner's ecological theory shown as concentric circles. The center circle is the individual (sex, age, health, etc.). Next, the Microsystem (family, peers, church, health services, and school). Next, the Mesosystem. Next, the Ecosystem (industry, social services, neighbors, local politics, and mass media). Finally, the Macrosystem (attitudes and ideologies of the culture).\" width=\"507\" height=\"482\" \/><\/a> <strong>Figure 3<\/strong>. Brofenbrenner'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.[\/caption]\r\n\r\n<\/div>\r\n<div class=\"ab-test-alternative\">\r\n\r\n[caption id=\"attachment_3316\" align=\"aligncenter\" width=\"507\"]<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11134153\/Bronfenbrenners_Ecological_Theory_of_Development_English.jpg\"><img class=\"wp-image-3316 size-full\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11134153\/Bronfenbrenners_Ecological_Theory_of_Development_English.jpg\" alt=\"Brofenbrenner's ecological theory shown as concentric circles. The center circle is the individual (sex, age, health, etc.). Next, the Microsystem (family, peers, church, health services, and school). Next, the Mesosystem. Next, the Ecosystem (industry, social services, neighbors, local politics, and mass media). Finally, the Macrosystem (attitudes and ideologies of the culture).\" width=\"507\" height=\"482\" \/><\/a> <strong>Figure 3<\/strong>. Brofenbrenner'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.[\/caption]\r\n\r\n<div class=\"textbox exercises\"><iframe src=\"https:\/\/lumenlearning.h5p.com\/content\/1292065756272861448\/embed\" width=\"1089\" height=\"638\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\" aria-label=\"\u201cBronfenbrenner\u2019s\"><\/iframe><script src=\u201chttps:\/\/lumenlearning.h5p.com\/js\/h5p-resizer.js\u201d charset=\u201cUTF-8\u201d><\/script><\/div>\r\n<\/div>\r\n<div class=\"textbox examples\">\r\n<h3>Watch It<\/h3>\r\nThis short video from Professor Rachelle Tannenbaum of Anne Arundel Community College explains and gives examples of Brofenbrenner's theory.\r\n\r\n[embed]https:\/\/www.youtube.com\/embed\/HV4E05BnoI8[\/embed]\r\n\r\nYou can <a href=\"https:\/\/oerfiles.s3-us-west-2.amazonaws.com\/Lifespan+Development\/Transcriptions\/BronfenbrennersEcologicalTheory_transcript.txt\" target=\"_blank\" rel=\"noopener\">view the transcript for \"Bronfenbrenner's ecological theory\" here (opens in new window)<\/a>.\r\n\r\n<\/div>\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assess.lumenlearning.com\/practice\/7584ee51-8c83-4baa-a60b-8dfdbc347aee\r\n\r\n<\/div>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Glossary<\/h3>\r\n<div><\/div>\r\n[glossary-page]\r\n[glossary-term]bioecological model:[\/glossary-term]\r\n[glossary-definition]the perspective suggesting that multiple levels of the environment interact with biological potential to influence development[\/glossary-definition]\r\n\r\n[glossary-term]chronosystem:[\/glossary-term]\r\n[glossary-definition]the environmental events and transitions that occur throughout a child\u2019s life, including any socio-historical events[\/glossary-definition]\r\n\r\n[glossary-term]contextual perspective:[\/glossary-term]\r\n[glossary-definition]a theory that considers the relationship between individuals and their physical, cognitive, and social worlds[\/glossary-definition]\r\n\r\n[glossary-term]ecological systems theory:[\/glossary-term]\r\n[glossary-definition]Urie Bronfenbrenner's theory stressing the importance of studying a child in the context of multiple environments, organized into five levels of external influence: microsystem, mesosystem, exosystem, macrosystem, and chronosystem[\/glossary-definition]\r\n\r\n[glossary-term]exosystem:[\/glossary-term]\r\n[glossary-definition]the larger contexts of the community, including the values, history, and economy[\/glossary-definition]\r\n\r\n[glossary-term]macrosystem:[\/glossary-term]\r\n[glossary-definition]cultural elements such as global economic conditions, war, technological trends, values, philosophies, and a society\u2019s responses to the global community which impact a community[\/glossary-definition]\r\n\r\n[glossary-term]mesosystem:[\/glossary-term]\r\n[glossary-definition]larger organizational structures such as school, the family, or religion[\/glossary-definition]\r\n\r\n[glossary-term]microsystem:[\/glossary-term]\r\n[glossary-definition]immediate surrounds including those who have direct, significant contact with the person, such as parents or siblings[\/glossary-definition]\r\n\r\n[glossary-term]scaffolding:[\/glossary-term]\r\n[glossary-definition]a process in which adults or capable peers model or demonstrate how to solve a problem, and then step back, offering support as needed[\/glossary-definition]\r\n\r\n[glossary-term]sociocultural theory:[\/glossary-term]\r\n[glossary-definition]Vygotsky's theory that emphasizes how cognitive development proceeds as a result of social interactions between members of a culture[\/glossary-definition]\r\n\r\n[glossary-term]zone of proximal development (ZPD):[\/glossary-term]\r\n[glossary-definition]the difference between what a learner can do without help, and what they can do with help[\/glossary-definition]\r\n[\/glossary-page]\r\n\r\n<\/div>","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Learning Outcomes<\/h3>\n<ul>\n<li>Describe\u00a0Vygotsky&#8217;s sociocultural theory of cognitive development<\/li>\n<li>Explain Bronfenbrenner\u2019s bioecological model<\/li>\n<\/ul>\n<\/div>\n<h2><strong>Contextual Perspectives: A Broad Approach to Development<\/strong><\/h2>\n<p><strong>C<\/strong><b>ontextual perspectives\u00a0<\/b>consider 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 major 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&#8217;s 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&#8217;s environment affects how a child grows and develops. He labeled different aspects or levels of the environment that influence children&#8217;s development.<\/p>\n<h2><strong>Vygotsky&#8217;s Sociocultural Theory:\u00a0Changes in thought with guidance<\/strong><\/h2>\n<div id=\"attachment_3314\" style=\"width: 227px\" class=\"wp-caption alignright\"><a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11105316\/434px-Lev-Semyonovich-Vygotsky-1896-1934.jpg\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-3314\" class=\"wp-image-3314 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11105316\/434px-Lev-Semyonovich-Vygotsky-1896-1934-217x300.jpg\" alt=\"Vygotsky wearing a suit and tie. He has short brown hair, dark features, and no facial hair.\" width=\"217\" height=\"300\" \/><\/a><\/p>\n<p id=\"caption-attachment-3314\" class=\"wp-caption-text\"><strong>Figure 1<\/strong>. Lev Vygotsky, founder of the sociocultural theory, which emphasizes contextual factors in cognitive development.<\/p>\n<\/div>\n<p>Modern social learning theories stem from the work of Russian psychologist Lev Vygotsky, who produced his ideas as a reaction to existing conflicting approaches in psychology (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 &amp; Mahn, 1996, p. 192). Vygotsky\u2019s views are often considered primarily as developmental theories, focusing on qualitative changes in behavior over time as attempts to explain unseen processes of 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<p>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<p>Vygotsky&#8217;s\u00a0<strong>sociocultural theory<\/strong> emphasizes 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 &amp; Palincsar, 2013).<\/p>\n<p>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<h3>Scaffolding and the Zone of Proximal Development<\/h3>\n<div id=\"attachment_3315\" style=\"width: 310px\" class=\"wp-caption alignleft\"><a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11114020\/070423-F-5271G-001.jpeg\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-3315\" class=\"wp-image-3315 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11114020\/070423-F-5271G-001-300x225.jpeg\" alt=\"Elementary children share their drawings with other classmates April 23 at Aviano Air Base, Italy. Each child drew a picture of using their hands in a positive way instead of using their hands to hit others. Students drew pictures of themselves making a cake, playing an instrument and shooting hoops. (U.S. Air Force photo\/Airman 1st Class Justin Goodrich)\" width=\"300\" height=\"225\" \/><\/a><\/p>\n<p id=\"caption-attachment-3315\" class=\"wp-caption-text\"><strong>Figure 2<\/strong>. According to \u00a0Vygotsky, children can develop cognitively in their understanding of the world and learn what is important in society through play and cooperation with others.<\/p>\n<\/div>\n<p>Vygotsky differed with Piaget in that he believed that a person not only has 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 <strong>scaffolding<\/strong>, with a teacher or capable peer, a child can learn cognitive skills within a certain range known as the <strong>zone of proximal 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>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 gave them assistance when they seemed to need it, but once they knew what to do-you stood back and let them go.\u00a0This\u00a0is scaffolding.\u00a0This\u00a0approach to teaching has also been adopted by educators.\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<p>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<div class=\"textbox examples\">\n<h3>Watch It<\/h3>\n<p>Watch this video to learn more about Vygotsky&#8217;s theory of sociocultural development.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Vygotsky sociocultural development | Individuals and Society | MCAT | Khan Academy\" width=\"500\" height=\"375\" src=\"https:\/\/www.youtube.com\/embed\/-p_-0n2f35o?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>You can <a href=\"https:\/\/oerfiles.s3-us-west-2.amazonaws.com\/Lifespan+Development\/Transcriptions\/VygotskySocioculturalDevelopment_transcript.txt\" target=\"_blank\" rel=\"noopener\">view the transcript for &#8220;Vygotsky sociocultural development | Individuals and Society&#8221; here (opens in new window)<\/a>.<\/p>\n<\/div>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"assessment_practice_d25401e6-2f9e-4603-bf72-f5896e59a824\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/d25401e6-2f9e-4603-bf72-f5896e59a824?iframe_resize_id=assessment_practice_id_d25401e6-2f9e-4603-bf72-f5896e59a824\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<p>&nbsp;<\/p>\n<p>\t<iframe id=\"assessment_practice_a2c0e750-0f69-482e-ba65-5a954a2905dc\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/a2c0e750-0f69-482e-ba65-5a954a2905dc?iframe_resize_id=assessment_practice_id_a2c0e750-0f69-482e-ba65-5a954a2905dc\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<h2 id=\"firstHeading\" class=\"firstHeading\" lang=\"en\">Bronfenbrenner&#8217;s Ecological Systems Theory<\/h2>\n<p>Another psychologist who recognized the importance of the environment on development was American psychologist, Urie Bronfenbrenner (1917-2005), who formulated the <strong>ecological systems theory<\/strong> to explain how the inherent qualities of a child and their environment interact to influence how they will grow and develop.\u00a0The term &#8220;ecological&#8221; 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&#8217;s 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 interact 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<strong>\u00a0bioecological model<\/strong>\u00a0in order to recognize the importance of biological processes in development.<sup id=\"cite_ref-ceci_8-0\" class=\"reference\"><\/sup>\u00a0However, he only recognized biology as producing a person&#8217;s potential, with this potential being realized or not via environmental and social forces.<\/p>\n<div class=\"textbox examples\">\n<h3>Connect It<\/h3>\n<p>In 1964, Bronfenbrenner appeared before the U.S. Congress with a mission to\u00a0convince Congress that a child\u2019s prospect is not genetically predetermined but rather the result of the larger environment they are placed in. Children who grow up in unfortunate social structures therefore need a form of support that not only reaches their families but also elements of their community. Bronfenbrenner\u2019s theory helped form the Head Start program in 1965, a federally funded preschool program that has served more than 35 million children living in poverty since.<\/p>\n<\/div>\n<div>Here are the main components of the ecological systems theory:<\/div>\n<ul>\n<li>A <strong>microsystem<\/strong> is any system or environment in which a person has direct interaction, such as their home, school, workplace, or place of worship. It consists of the immediate influences on a person.<\/li>\n<li>The\u00a0<strong>mesosystem<\/strong>\u00a0is concerned with the interrelationships and interactions between different microsystems. For example, a child&#8217;s parents may have positive relationships with the child&#8217;s teachers, which can contribute to positive outcomes for the child.<\/li>\n<li>These mesosystems both influence and are influenced by the larger contexts of the community, referred to as the <strong>exosystem<\/strong>. The exosystem\u00a0can impact a person&#8217;s development even though they don&#8217;t have direct interaction with it. For instance, a community\u2019s values, history, and economy can impact the organizational structures it houses.<\/li>\n<li>The community is influenced by <strong>macrosystems<\/strong>, which are cultural elements like global economic conditions, war, technological trends, values, philosophies, and a society\u2019s responses to the global community.<\/li>\n<li>All of this occurs within the relevant historical context and timeframe, or <strong>chronosystem<\/strong>.\u00a0<span style=\"background-color: #ffffff;\">The chronosystem is made up of the environmental events and transitions that occur throughout a child\u2019s life, including any socio-historical events.\u00a0<\/span><\/li>\n<\/ul>\n<div class=\"ab-test-original\">\n<div id=\"attachment_3316\" style=\"width: 517px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11134153\/Bronfenbrenners_Ecological_Theory_of_Development_English.jpg\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-3316\" class=\"wp-image-3316 size-full\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11134153\/Bronfenbrenners_Ecological_Theory_of_Development_English.jpg\" alt=\"Brofenbrenner's ecological theory shown as concentric circles. The center circle is the individual (sex, age, health, etc.). Next, the Microsystem (family, peers, church, health services, and school). Next, the Mesosystem. Next, the Ecosystem (industry, social services, neighbors, local politics, and mass media). Finally, the Macrosystem (attitudes and ideologies of the culture).\" width=\"507\" height=\"482\" \/><\/a><\/p>\n<p id=\"caption-attachment-3316\" class=\"wp-caption-text\"><strong>Figure 3<\/strong>. Brofenbrenner&#8217;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>\n<\/div>\n<\/div>\n<div class=\"ab-test-alternative\">\n<div id=\"attachment_3316\" style=\"width: 517px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11134153\/Bronfenbrenners_Ecological_Theory_of_Development_English.jpg\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-3316\" class=\"wp-image-3316 size-full\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11134153\/Bronfenbrenners_Ecological_Theory_of_Development_English.jpg\" alt=\"Brofenbrenner's ecological theory shown as concentric circles. The center circle is the individual (sex, age, health, etc.). Next, the Microsystem (family, peers, church, health services, and school). Next, the Mesosystem. Next, the Ecosystem (industry, social services, neighbors, local politics, and mass media). Finally, the Macrosystem (attitudes and ideologies of the culture).\" width=\"507\" height=\"482\" \/><\/a><\/p>\n<p id=\"caption-attachment-3316\" class=\"wp-caption-text\"><strong>Figure 3<\/strong>. Brofenbrenner&#8217;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>\n<\/div>\n<div class=\"textbox exercises\"><iframe loading=\"lazy\" src=\"https:\/\/lumenlearning.h5p.com\/content\/1292065756272861448\/embed\" width=\"1089\" height=\"638\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\" aria-label=\"\u201cBronfenbrenner\u2019s\"><\/iframe><script src=\"denied:\u201chttps:\/\/lumenlearning.h5p.com\/js\/h5p-resizer.js\u201d\" charset=\"\u201cUTF-8\u201d\"><\/script><\/div>\n<\/div>\n<div class=\"textbox examples\">\n<h3>Watch It<\/h3>\n<p>This short video from Professor Rachelle Tannenbaum of Anne Arundel Community College explains and gives examples of Brofenbrenner&#8217;s theory.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-2\" title=\"Bronfenbrenner&#39;s ecological theory\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/HV4E05BnoI8?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>You can <a href=\"https:\/\/oerfiles.s3-us-west-2.amazonaws.com\/Lifespan+Development\/Transcriptions\/BronfenbrennersEcologicalTheory_transcript.txt\" target=\"_blank\" rel=\"noopener\">view the transcript for &#8220;Bronfenbrenner&#8217;s ecological theory&#8221; here (opens in new window)<\/a>.<\/p>\n<\/div>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"assessment_practice_7584ee51-8c83-4baa-a60b-8dfdbc347aee\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/7584ee51-8c83-4baa-a60b-8dfdbc347aee?iframe_resize_id=assessment_practice_id_7584ee51-8c83-4baa-a60b-8dfdbc347aee\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<div class=\"textbox key-takeaways\">\n<h3>Glossary<\/h3>\n<div><\/div>\n<div class=\"titlepage\">\n<dl>\n<dt>bioecological model:<\/dt>\n<dd>the perspective suggesting that multiple levels of the environment interact with biological potential to influence development<\/dd>\n<dt>chronosystem:<\/dt>\n<dd>the environmental events and transitions that occur throughout a child\u2019s life, including any socio-historical events<\/dd>\n<dt>contextual perspective:<\/dt>\n<dd>a theory that considers the relationship between individuals and their physical, cognitive, and social worlds<\/dd>\n<dt>ecological systems theory:<\/dt>\n<dd>Urie Bronfenbrenner&#8217;s theory stressing the importance of studying a child in the context of multiple environments, organized into five levels of external influence: microsystem, mesosystem, exosystem, macrosystem, and chronosystem<\/dd>\n<dt>exosystem:<\/dt>\n<dd>the larger contexts of the community, including the values, history, and economy<\/dd>\n<dt>macrosystem:<\/dt>\n<dd>cultural elements such as global economic conditions, war, technological trends, values, philosophies, and a society\u2019s responses to the global community which impact a community<\/dd>\n<dt>mesosystem:<\/dt>\n<dd>larger organizational structures such as school, the family, or religion<\/dd>\n<dt>microsystem:<\/dt>\n<dd>immediate surrounds including those who have direct, significant contact with the person, such as parents or siblings<\/dd>\n<dt>scaffolding:<\/dt>\n<dd>a process in which adults or capable peers model or demonstrate how to solve a problem, and then step back, offering support as needed<\/dd>\n<dt>sociocultural theory:<\/dt>\n<dd>Vygotsky&#8217;s theory that emphasizes how cognitive development proceeds as a result of social interactions between members of a culture<\/dd>\n<dt>zone of proximal development (ZPD):<\/dt>\n<dd>the difference between what a learner can do without help, and what they can do with help<\/dd>\n<\/dl>\n<\/div>\n<\/div>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-2719\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li><strong>Authored by<\/strong>: Laura Overstreet. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Modification, adaptation, and original content. <strong>Authored by<\/strong>: Sonja Ann Miller for Lumen Learning. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Foundations of Learning and Instructional Design Technology information on Vygotsky. <strong>Authored by<\/strong>: Drew Polly, Bohdana Allman, Amanda Casto, Jessica Norwood. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/lidtfoundations.pressbooks.com\/chapter\/sociocultural-learning\/\">https:\/\/lidtfoundations.pressbooks.com\/chapter\/sociocultural-learning\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Bioecological Model. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Bioecological_model\">https:\/\/en.wikipedia.org\/wiki\/Bioecological_model<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">All rights reserved content<\/div><ul class=\"citation-list\"><li>Bronfenbrenner ecological theory. <strong>Authored by<\/strong>: Rachelle Tannenbaum. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.youtube.com\/watch?time_continue=173&#038;v=HV4E05BnoI8\">https:\/\/www.youtube.com\/watch?time_continue=173&#038;v=HV4E05BnoI8<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><li>Vygotsky sociocultural development. <strong>Provided by<\/strong>: Khan Academy. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.youtube.com\/watch?v=-p_-0n2f35o&#038;feature=youtu.be\">https:\/\/www.youtube.com\/watch?v=-p_-0n2f35o&#038;feature=youtu.be<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">Public domain content<\/div><ul class=\"citation-list\"><li>Lev Vygotsky. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Lev-Semyonovich-Vygotsky-1896-1934.jpg\">https:\/\/commons.wikimedia.org\/wiki\/File:Lev-Semyonovich-Vygotsky-1896-1934.jpg<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/pdm\">Public Domain: No Known Copyright<\/a><\/em><\/li><li>Children at school. <strong>Authored by<\/strong>: Airman 1st Class Justin Goodrich. <strong>Provided by<\/strong>: U.S. Air Force photo. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.af.mil\/News\/Article-Display\/Article\/127101\/program-gives-children-positive-outlets-for-problems\/\">https:\/\/www.af.mil\/News\/Article-Display\/Article\/127101\/program-gives-children-positive-outlets-for-problems\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/pdm\">Public Domain: No Known Copyright<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":142337,"menu_order":11,"template":"","meta":{"_candela_citation":"[{\"type\":\"original\",\"description\":\"\",\"author\":\"Laura Overstreet\",\"organization\":\"\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Modification, adaptation, and original content\",\"author\":\"Sonja Ann Miller for Lumen Learning\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"pd\",\"description\":\"Lev Vygotsky\",\"author\":\"\",\"organization\":\"Wikipedia\",\"url\":\"https:\/\/commons.wikimedia.org\/wiki\/File:Lev-Semyonovich-Vygotsky-1896-1934.jpg\",\"project\":\"\",\"license\":\"pd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Foundations of Learning and Instructional Design Technology information 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development\",\"author\":\"\",\"organization\":\"Khan Academy\",\"url\":\"https:\/\/www.youtube.com\/watch?v=-p_-0n2f35o&feature=youtu.be\",\"project\":\"\",\"license\":\"other\",\"license_terms\":\"Standard YouTube License\"},{\"type\":\"cc\",\"description\":\"Bioecological Model\",\"author\":\"\",\"organization\":\"Wikipedia\",\"url\":\"https:\/\/en.wikipedia.org\/wiki\/Bioecological_model\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"6656cf8d-aab9-414e-bd37-df030214c5eb, 7affb3c7-a861-4ec3-a6a3-fabf1a8b98b2, 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