Interaction between learning and development

A mind map book summary for "Mind in Society: The Development of Higher Psychological Processes" of Lev Vigotsky (chapter 6)

Edited at 2021-07-13 07:49:00

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Interaction between learning and development
A mind map book summary for "Mind in Society: The Development of Higher Psychological Processes" of Lev Vigotsky (chapter 6)
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Interaction between learning and development

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Interaction between learning and development

Previous conceptions

The processes of child development are independent of learning.

Learning = external process

There are processes that occur by themselves without the influence of school learning.

Development or maturation is considered a prior condition of learning but never as a result of it.

Learning is development

The learning process is completely linked to the development process.

Theories of reflexes

Development = elaboration and substitution of innate responses

Development boils down to "the accumulation of all possible answers"

There is a relationship between learning and development.

Combination of the other 2 points of view

There are two processes that constitute development

Maturation (development of the nervous system)

Learning

They are mutually dependent and interactive.

Starting some theories where they considered learning as something more than an "acquisition of the ability to think"

Discussion between theorists of psychology and education

Acquiring a given response improves any ability to the same extent.

"The mind is a set of abilities"

of observation

of attention

of memory

of thinking

, etc.

Thorndike opposed the idea

He demonstrated that spelling requires certain skills to perform that specific task.

He showed that the mind is not a complex network of general abilities as previously believed, but rather a set of independent specific abilities.

They are independent of each other; therefore its developments are also autonomous.

Evolutionary theorists like Koffka and the Gestalt school

They oppose Thorndike's point of view.

They postulate that the "influence" of learning is never specific; it is not a "process of acquisition of habits and skills".

Development is always much broader than learning.

The Zone Of Proximal Development : A New Approach

Every type of learning that the child finds in school always has a previous history.

2 evolutionary levels are delimited

Real evolutionary level

Level of development of mental functions, studying as a result of evolutionary cycles carried out

Zone of proximal development

Distance between the actual level of development and the potential level of development

Learning and development are interrelated from the first days of the child's life and do not stop accompanying him throughout his life.