Soni ChAD 170 3
Socio-Cultural Scaffolding
45 pts
Assignment Description
This activity is an opportunity to apply Socio-cultural theory and the concept of scaffolding discussed in class with children/adolescents. Specifically, you will use the zone of proximal development and scaffolding procedures to teach one game or one common child activity, like riding a bike or learning to read or learning the alphabet or reading their first chapter book e.g., Amelia Bedelia books, are common child activities and Checkers TM, Candy Land TM, Connect Four TM, Uno TM Monopoly TM are possible games/toy. Describe the participant (age),the common child activity or game you taught the participant, how you scaffold the common activity or game to the participant, and what you learned from this assignment.
Guideline for writing paper
This paper follows the same format as the previous paper, but now for a different theory and task.
Title of Paper (use a unique title for your task)
· Introductory paragraph. Be sure to have an introductory paragraph that captures the topic and purpose of paper like in the previous paper.
· Background/literature . . . (1.5 to 2 pages organized in multiple paragraphs to describe what is listed below).
· Describe Socio-cultural theory in your own words (Vygotsky and his belief about language and the knowledgeable other). Cite the sources of your information as you describe the theory.
· Define terms related to the theory (CITE when you do this – Use the Textbook)
· Use transitions to connect ideas together to show that this is a coherently organized theory and help the flow of your paper.
· Include a description of techniques for scaffolding children’s learning and how to work within the child’s zone of proximal development when introducing a novel task.
· Use additional readings appropriately and your textbook.
· Introduce the activity or game you will teach.
Method
Participant
Describe the age of the child you chose for this. The age you choose should be appropriate for the task.
Materials
Describe any materials you used for this task. Include information how your particular toy/game or activity was a good choice as it helped children master increasingly complex cognitive processing skills.
Procedure
Describe the different levels of scaffolding you used and how you worked within the participant’s zone of proximal development (including how you assessed the participant’s initial capabilities for the task). Your levels should be types of behaviors that range from most support to least support. For example, for daily activity like reading a chapter book you could preview the text, discuss key vocabulary words, chunk the text and then read and discuss as you go, ask the child questions, ask them to predict what comes next, include a prop, if a child is not coming up with answers to open ended questions, asking close ended questions instead etc. (scaffolds described above are not necessarily in order). So if certain sca
Vygotsky Paper FAQS
1. When are the due dates for the rough draft and the final paper for the Vygotsky Paper?
The rough draft is due 3/23 while the final paper is due 4/6. You have a choice between the Piagetian and Sociocultural Paper. So if you choose to Piagetian paper you do not have to do the Sociocultural Paper and vice versa.
2. Is the rough draft mandatory?
No, it is not mandatory, but it is highly recommended because you will get thorough feedback and a score on the assignment so you will get a chance to revise your paper with the feedback given to you and will have the opportunity to revise and get a higher score for your final paper. If you like the score you got on the rough draft you can resubmit the same paper again for the final paper.
3. Can I turn in a rough draft even though I have not completed all parts of the paper?
Yes, you can but you will get feedback only on the parts you submit.
4. What are some examples of possible activities or games I could choose to teach the child through scaffolding?
Here are some possible choices (not limited to these choices, more examples on rubric but not limited to those either):
1. Driving a Car (ages 15 and up)
2. The game Candy Land
(ages 3 to 5)
3. Riding a Bike
(ages 3 to 8)
4. Chess
(ages 8 and up)
Please choose the appropriate age for the activity or game otherwise you will get points docked off!!(example: Candy Land would not be an activity you choose to teach an 8 year old).
5. I cannot meet the child in person. How would I perform this task?
This task can be performed by video chat such as zoom (well depends on the task, some may have to be in person, you if you cannot meet in person choose an activity or game you can teach online).
6. I do not know a child to teach a possible game or activity to through scaffolding. What should I do?
If you do not know a child. You can find an adult and can teach them a game they may have not played before which is age appropriate. For example, many adults do not know chess.
7. I do not have access to a child or an adult, what should I do?
Contact the instructor right away. I find hard to believe that you do not have anyone to teach a game or activity through scaffolding including an adult. I will come up with an alternative assignment or I will see if you can find someone in the class to teach a game or activity to through scaffolding.
8. What sources do I use for the background part of the paper?
The only source that you need to use for the background part of the paper in the textbook or lecture. You can use other scholarly sources, but you are not required to use additional sources other than your textbook or lecture. Do not forget to cite the textbook or any other sources you used in your references.
Steps to Complete the Vygotsky Paper
1. First choose which activity or game you want to teach someone through scaffolding
2. Once you choose your task, find a person in the appropriate age range (Ex: If you want to teach the game of candy land to someone, choose someone from age 3 to 5, not older.
3. Find a time and place to teach the activity or game and make sure you use the appropriate tools.
4. Remember to take a picture of you teaching the activity or game. You must attach the picture to the end of your paper as proof that you were teaching the activity or the game).
5. Now it is time to write the paper!
6. Start with the Introduction:
1. Start the paper with a general background on Vygotsky and how he emphasized language and social interactions in learning.
2. Explain what game or activity you chose to teach through scaffolding and what the purpose of the paper is.
7. Next Background:
1. Start talking about Vygotsky’s sociocultural theory in general and the impact of the social world on children’s learning.
2. Then, explain what the zone of proximal development is and give an example of this.
3. Next, talk about the concept of scaffolding and give examples.
4. Finally, explain how language is an important cultural tool that is used in learning and how it relates to sociocultural theory
8. Next Method section:
1. Participant: How old is the person you taught the game or activity to through scaffolding? What grade are they in and if you know about their cognitive skills or skills in relation to the task or game.
2. Materials: Talk about the materials used for the task ( ex: for chess the board and the pieces are the materials used, or if you are teaching how to ride a bike your materials would be the bike , training wheels, and helmet ).
3. Procedure: First, assess the child’s ability levels (ex: If you are teaching them how to ride a bike, do they have any knowledge about riding a bike? What is the knowledge they have about riding the bike if they have any knowledge?)
4. Procedure continued (Talk about the 5 levels of scaffolding you will use. The first scaffold should have the most support with the last scaffold having the least support). (Ex. Riding a bike 1. Place the child on the bike and when they start pedaling hold the bike to make sure they do not fall. 2. Have them sit on the bike on their own but still hold the bike to make sure they do not fall 3. run with the child as they ride the bike and only hold it when they look like they will fall 4. Do not run with the child while they are biking but be nearby and watch them so if they look like they are going to fall run to them and steady the bike 5. Next have the child bike independently and have them call out if they need help) Notice how each scaffold has less and less support.
5. Procedure: Explain how you choose to reduce scaffolds ( Ex: for the biking example above ,the child make not even need scaffold number #1 if they are confident about sitting on the bike on their own)
Running head: CAN I DO IT? YES, YOU CAN 1
CAN I DO IT? YES, YOU CAN 2
Can I Do It? Yes, You Can: Examining the Sociocultural Scaffolding Approach
San José State University
Important Note: Your paper is a little different. This paper was written in a hypothetical sense since the students were not required to work with the child but imagined how they would work with the child. This was because last semester I required them to do both this paper and the Piaget paper while you once have to choose one of the two papers. .Also, since they were only hypothetically thinking of working with a child I made them scaffold both a game and an activity. You only have to choose a game OR an activity to scaffold since you will be working with the child.
Can I Do It? Yes, You Can: Examining the Sociocultural Scaffolding Approach
Introduction
Vygotsky, a notable psychologist, developed a sociocultural perspective that supports the concept of children relying on language and social interactions to learn, Vygotsky’s Theory of Cognitive Development. Under the education framework, this sociocultural theory can be a fundamental tool for children to develop their thinking ways. This significant theory presents that children can communicate and cooperate with the people around them to acquire cognitive and behavioral skills. Through these dynamic interactions from social and cultural contexts, children can become more knowledgeable and obtain effective learning strategies. The sociocultural theory is beneficial for educators to focus on and assess children’s capabilities accordingly (Siegler & Aliba, 2019). The purpose of this paper is to examine the sociocultural theory and see how language and social interactions can assist children from two different age groups to tackle and essentially master an activity that requires cognition activation. Since culturally, toys, and other fun activities can be beneficial learning experiences for children (Siegler & Aliba, 2019), I will incorporate a folding-a-paper-airplane activity and chess game to assess the objective of this paper.
Background
The sociocultural theory promotes the idea that the social world is impactful on children’s behaviors and cognitions. Children’s parents, family members, and peers are sources for children to learn from so that they are able to perform specific tasks that they may face challenges with. With these different social interactions, as time progresses, children are able to construct their knowledge personally. Notably, social and cultural practices also impact children’s thoughts foundation (e.g., attitudes, values, beliefs, social structures). Vygotsky, the founding father of this theory, suggests that children that grew up in different societies at different times with different situations all have unique experiences with their developments. These factors are used by children to construct schemas and equilibrium to make sense of the world. Diff
Running head: CAN I DO IT? YES, YOU CAN 1
CAN I DO IT? YES, YOU CAN 2
Can I Do It? Yes, You Can: Examining the Sociocultural Scaffolding Approach
San José State University
Important Note: Your paper is a little different. This paper was written in a hypothetical sense since the students were not required to work with the child but imagined how they would work with the child. This was because last semester I required them to do both this paper and the Piaget paper while you once have to choose one of the two papers. .Also, since they were only hypothetically thinking of working with a child I made them scaffold both a game and an activity. You only have to choose a game OR an activity to scaffold since you will actually be working with the child.
Can I Do It? Yes, You Can: Examining the Sociocultural Scaffolding Approach
Introduction
Vygotsky, a notable psychologist, developed a sociocultural perspective that supports the concept of children relying on language and social interactions to learn, Vygotsky’s Theory of Cognitive Development. Under the education framework, this sociocultural theory can be a fundamental tool for children to develop their thinking ways. This significant theory presents that children can communicate and cooperate with the people around them to acquire cognitive and behavioral skills. Through these dynamic interactions from social and cultural contexts, children can become more knowledgeable and obtain effective learning strategies. The sociocultural theory is beneficial for educators to focus on and assess children’s capabilities accordingly (Siegler & Aliba, 2019). (The student got points for generally explaining the Vygotsky sociocultural theory.) The purpose of this paper is to examine the sociocultural theory and see how language and social interactions can assist children from two different age groups to tackle and essentially master an activity that requires cognition activation. Since culturally, toys, and other fun activities can be beneficial learning experiences for children (Siegler & Aliba, 2019), I will incorporate a folding-a-paper-airplane activity and chess game to assess the objective of this paper. )(The student got points for generally explaining the purpose and what the activity and game is. Note: For your paper, you are only picking a game or an activity not both since you are actually scaffolding a game or activity with a child. In this paper, the student is imagining how they would scaffold a game and activity. They did not actually do it.)
Background
The sociocultural theory promotes the idea that the social world is impactful on children’s behaviors and cognitions. Children’s parents, family members, and peers are sources for children to learn from so that they are able to perform specific tasks that they may face challenges with. With these different social interactions, as time progresses, children are able to construct their knowledge personall
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