Vygotsky's Sociocultural Theory & Information-Processing Theory

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Child Development

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Vygotsky's Sociocultural theory

education

social context and collaboration

instruction,appropiate guidance

proximal development

intersubjectivity,scaffolding,guided participation

private speech

child talks to self as much as would others

has an inclination to favor nurture

socio and cultural contribution to children's thinking

socially formed mind of a child

nature and nurture important

heredity and dialogues with society are both important

development

continuous and discontinuous

language acquisition and schooling

vary from culture to culture

knowledge

reciprocal learning

coordinated learning

cultural influence

sociocultural learning

values, beliefs,customs.

nature and nurture

though Vygotsky seem to favor Nurture more

Vygotsky and Information approach agree on it

fears rejection

Information processing approach

long term memory

declarative,procedural and imagery memory

stored memory

working/short memory

information maintained

sensory memory

information gathered

mechanisms through which learning occurs

take in information

processes information

output processes

response

continuous development

perception, labelling and meaning

information expands in various ways

development stages

children continually improve

responds to environment

mind like a computer

information flow

input,stored and processed