Learning and Development

Psychologist Lev Vygotsky shaped the way people look at learning and development.  Vygotsky developed the concept of the zone of proximal development which identifies the level at which an individual can engage in a task independently in comparison to the level at which he or she can complete a task with assistance.  In fact, Vygotsky argues that a true measure of an individual’s capabilities is to look at what he or she can do with assistance or in a social relationship.  The social process “awakens a variety of internal developmental processes that operate only when the [person] is interacting with people in his environment and in cooperation with his peers” (p. 90).   The social context is essential for learning and development.

The summer Olympics is a good demonstration of Vygotsky’s concept.  All of the stories about Olympic athletes highlight the important relationships with coaches and other social supports.  Gymnast Gabby Douglas stole the hearts of the world with her gold medal performance.  At age 14, Gabby left her family to study with the coach she believed would help her reach her goals.  Her capabilities were maximized through that relationship.

This zone of proximal development does not just apply to Olympic athletes.  Children need parents or other adults to support and challenge their learning.  Students need dedicated teachers and opportunities to engage with their peers to create meaningful learning experiences.  Therapists provide the tools and foster experiences that extend the range of the client and promote healthy practices.  

As a college instructor, I consistently examine my own teaching practices.  Through reflection and reading, I look at what I am doing to support my students and extend their learning.  One of my favorite classes to teach is Educational Psychology.  This course is a requirement for education majors, but typically taken early in the teacher prep program.  Therefore, most students have very limited experience in the formal role of being a “teacher”.  I work to expand the definitions of teacher and learner to promote the idea that theories from the course apply to a wide variety of situations and relationships.  

This past spring, I took a more careful look at how I use personal application as a way to promote conceptual knowledge.  Through reflective journal writing, I explored how I use personal examples and invite students to connect with their own examples of how the concepts are present in their lives.  Assignments were structured to promote students’ personal application.  A survey was distributed to the students at the end of the term and responses strongly indicated that students perceived that personal examples and opportunities to apply the concepts to their own life increased their understanding. 

 

Every day we engage in the process of being a teacher or a learner; we teach our children, mentor a co-worker, learn from a neighbor… The measure of our own capabilities is in part, how we are able to take what we learn from our environment and add to our own development.

Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.