Chapter 6: Interaction between Learning and Development
From WikEd
Contents |
[edit] Part I
This chapter begins with three theoretical positions of relationship between learning and development. They are briefly outlined below as they are only introduced to illustrate traditional thinking and not Vygotsky's approach. Also presented is the, "old pedagogical problem, that of formal discipline and the problem of transfer." (p. 81)
Theory 1. Child Development and Learning are independent
- learning is external and not part of development
- development is a prerequisite for learning
- learning trails development
Theory 2. Learning is development
- development is mastery and learning and development are inseparably blended
- development and learning occur simultaneously and coincide at all points
Theory 3. Combination of Theory 1 and Theory 2
- supports that previous theories although opposite extremes are not mutually exclusive
- states the processes of development are mutually dependent and interactive
- expands the role of learning
The old pedagogical problem highlights the arguments of Thorndike and Koffka against the assumption that, "mental capabilities function independently of the material with which they operate, and that the development of one ability entails the development of others" (p. 82). Thorndike argued for specialization of skill development not generalization, and that transfer of skill in one area would transfer to another area(s) if there were common elements between areas. This is consistent with Theory 2 that learning and development occur simultaneously and coincide at all points. Koffka on the other hand argued that learning is not specific or simple formation of skills but an intellectual order that makes transfer of general principles between areas possible. He positions learning as part of development, learning occurring within the development process.
[edit] Questions
Part I
1. Has your position on the old pedagogical problem changed through your academic career?
[edit] Zone of Proximal Development: A New Approach
While discarding the explanation of these three approaches, Vygotsky proposed a new approach. According to Vygotsky, children start to learn before attending the school and they learn some basic knowledge in the preschool, such as the simple arithmetics. Although the preschool learning is different from the school learning, in this period children process lots of information and develop their skills by asking and answering questions (speech) and by imitating the adults. Thus, “Learning and development are interrelated from the child’s very first day of life.” We may differentiate the preschool learning from the school learning in terms of ‘systematicness’: the former is a non-systematic learning, and the latter is characterized by systematic learning. Although there should be a correlation between the children’s developmental level and the subjects they learn, in order to discover the true nature of this relation we should go beyond a mere correlation. Therefore, Vygotsky defines two developmental levels; the actual developmental level and the potential developmental level. The actual developmental level is the mental developmental level in which some functions have already matured and completed their improvements. For example, the tests which are used to determine the mental age of a child are based upon this level of development. In addition Vygotsky opposed the idea that only the things that children are able to do on their own are the indicators of their mental abilities. According to him, what children can do with the assistance of others is the real indicative of their mental abilities. Other people (teachers, more capable peers, parents, ...etc) around the children can guide the children by leading questions, showing the solution of a problem and then letting the children solve it themselves, or initiating the solution of a problem. This leads us to the concept of zone of proximal development which is the “distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers”. Thus, children’s abilities which are not yet mature but in the process of development through some form of guidance are also taken as part of their developmental level. The concept of zone of proximal development emphasizes the important role of imitation in children’s learning. Even though psychologists found out that children can imitate things which are within their developmental level, Vygotsky argues that by adult guidance children can imitate even the things which are beyond their actual capabilities.
According to Vygotsky, learning awakens some internal developmental processes which are developed through guidance by or interaction with the others - that is zone of proximal development. Then these processes are internalized and become apart of children’s development.
Learning and development do not occur together, but learning precedes the development which results in the zone of proximal development. When a child learns a new thing, this constitutes a basis of further development for a higher process. However, we should not simplify this process as any school learning would immediately be followed by development; the relation between the two is more complicated and more dynamic. Besides, each subject in the school has its unique development in children and we cannot create a single formula and apply this formula to all subjects. These issues can only be solved by extensive research about the zone of proximal development.
[edit] Questions and Comments;
The new approach of Vygotsky has promising claims about the present and future abilities of children. Also he has some points about the use of diagnostic tests and the effect of imitation on the learning of children. But we should keep in mind that his approach also has some practical and theoretical difficulties. For example, can we claim that every kind of learning will awaken an internal developmental process? If children need some guidance or interaction in order to master new knowledge or new abilities, how can we create such an environment for all children and for all time since learning does not take place in the schools only? Does this make children depended on others all the time? Can children learn all kinds of subjects by imitation? What is the limit of imitation, if any? Although Vygotsky assumes that development comes after learning, how can we separate these two and say that one precedes the other?
