Teori

Perkembangan
Sosiobudaya
Vygotsky
EDU3073 BUDAYA DAN PEMBELAJARAN
 4 Prinsip asas kerangka teori
Vygotsky

Kanak-kanak Perkembangan Pembelajaran Bahasa

membina adalah memancu memainkan
pengetahuan bergantung perkembangan peranan
sendiri kepada penting dalam
persekitran perkembangan
(konteks) mental (kognitif)

Gallagher. (1999). Lev Seymonivich Vygotsky. Retrieved Jan 8, 2017 from http://www.muskingum.edu/~psych/psycweb/history/vygotsky.htm )
Perkembangan budaya – 2
peringkat
Setiap fungsi perkembangan kanak-kanak akan berlaku sebanyak dua kali:
▶ Pada peringkat social - antara manusia
(interpsikologikal);
▶ Pada peringkat kendiri individu - dalaman
(intrapsikologikal).

Ia merangkaumi aspek perhatian yang diberikan secara sukarela, ingatan logical,

pembentukan konsep dll. Kesemua fungsi selanjutnya bermula daripada
hubungan sebenar antara individu.
(Vygotsky, 1978, p.57)
Zon Perkembangan Proksimal

▶ “ Jurang antara tahap perkembangan Saya belum mampu

melakukan
sebenar dan keupayaan Zon
menyelesaikan masalah dengan Perkembangan
Proksimal
potensi yang mungkin dikembangkan. Saya dapat
lakukan jika
Dengan bimbingan dan bantuan dapat bantuan

daripada orang dewasa ataupun Sesuatu

yg saya
rakan sebaya yang lebih kompeten. " mampu
lakukan

(Vygotsky, 1978, p. 86 in McLeon, 2010)

Zon Perkembangan Proksimal

Kemahiran yang terlalu sukar dan kompleks

untuk kanak-kanak lakukan tanpa bantuan
Namun, dengan bantuan dan
bimbingan daripada
Apa yang INDIVIDU YANG ARIF / PAKAR,
telah ia mungkin tercapai Apa yang
diketahui belum
diketahui

Pembelajaran

(Picture source: McLeon, 2010)

Zon Perkembangan Proksimal (ZPD)

Prestasi dengan
bantuan tahap
maksimal

Peranan Guru

Prestasi
tanpa sebarang
bantuan
Vygotsky – Peranan orang dewasa
membantu kanak-kanak membatinkan sifat
terarah sendiri
▶ (1) Memikul
tanggungjawab
atas tugasan yang
nyata di luar
daripada keupayaan
kanak-kanak;
Vygotsky – Peranan orang dewasa
membantu kanak-kanak membatinkan sifat
terarah sendiri
▶ (2) menetapkan
garis
panduan tingkah
laku kanak-kanak
(misalnya mengarahkan
perhatian, mengekalkan
usaha ke arah pencapaian
gol, membimbing, memantau
dan menilai tingkah laku )
ke arah pencapaian hasil
pembelajaran yang kanak-
kanak belum dapat kuasai;
Vygotsky – Peranan orang dewasa
membantu kanak-kanak membatinkan sifat
terarah sendiri
▶ (3) Menyerahkan
tanggungjawab
kepada kanak-kanak
secara berperingkat –
peringkat – mengenalpasti
“zon” yang memerlukan
bantuan dan zon yang
kanak-kanak mampu
melakukannya secara
berdikari.
Wood and Middleton (1975) -
Scaffolding
Memperoleh dan mengekalkan minat terhadap
tugasan.

Mempermudahkan tugasan mengikut

keupayaan kanak-kanak.

Memberikan penekanan terhadap aspek yang

membantu dalam penyelesaian masalah

Mengurangkan tahap kekecewaan kanak-

kanak

Tunjukcara langkah pelaksanaan.

Freund (1990) - Dolls House Study
Read the journey article attached in the link below this Forum.
▶ Try to find out the following answer as a guide for your reading (You
only need to answer the last question in this forum):
▶ (Abstract) - What do you understand from the abstract?
▶ (Assumption/Hypothesis /Research objectives & Questions) What did
the researcher intended to find out?
▶ (Literature Review) - What had the other researchers said about
what factors or agents that may facilitate the children's cognitive,
sociacultura development?
Freund (1990) - Dolls House Study
Read the journey article attached in the link below this Forum.
▶ (Sampling) - Who were the sample (respondents) involved in the
study? How were they selected?
▶ (Methodology) - How was the scenario and settings for the study?
What settings and prop were used?
▶ (Methodology) - What was the design of the study? Is it an
observation? Interview? Experiment? Literature review?.... Why do
you say so?
▶ (Methodology) How was the study being conducted? Who had
been involve in the procedures at each stage?
Freund (1990) - Dolls House Study

Read the journey article attached in the link below this Forum.
▶ (Result) - What was the result of the study?
▶ (Discussion) - Did the result turn out as being predicted by the
researcher? To what extend did it match with the precidences (if
there were similar studies prior to her study)?
▶ (Reflection) - What have you learned from this experriment?
Freund (1990) - Dolls House Study

Sampling:
▶ 60 (30 3-years old & 30 5-years-old children
▶ preschools in middle-class, racially mixed suburban
communities.
▶ Random assignment to groups was not conducted
because only 38 of the 320 mothers contacted
through recruitment agreed to participate in the
Interaction condition.
▶ A t test showed no evidence that mothers differed
in age.
▶ Chi-square analyses revealed no evidence of
differences in education level or work status
between the Interaction or Feedback mothers.
T test
▶ The t-test
assesses whether the means of two
groups are statistically different from each other.
This analysis is appropriate whenever you want to compare the
means of two groups, and especially appropriate as the analysis for
the posttest-only two-group randomized experimental design
T test
▶ The t-test
assesses whether the means of two
groups are statistically different from each other.
Pearson’s Chi-Square Test
▶ The test is applied when you have
two categorical variables from a single
population. It is used to determine whether
there is a significant association
between the two variables.
E.g.
• Chi Square (Calculated) =
125.516
• Alpha = 0.05, Probability level,
• Degree of freedom = 4
• Chi Square (Table) = 9.488
• 125.516 > 9.488 → Reject Ho
Freund (1990) - Dolls House Study

Methodology
▶ Work with mother -
interaction
▶ Work alone – corrective
feedback
Reference

▶ Freund, Lisa. (1990). Matemal Regulation of Children's Problem-

solving Behavior and Its Impact on Children's Performance. CHILD
DEVELOPMENT, 1990, 61, 113-126. Retrieved Jan 8, 2017 from
https://rpadgett.butler.edu/ps320/coursedocs/Freund90.pdf
▶ Gallagher, Christina. (1999). Lev Seymonivich Vygotsky. Retrieved
Jan 8, 2017 from
http://www.muskingum.edu/~psych/psycweb/history/vygotsky.htm
▶ McLeon, Saul. (2010). Zone of Proximity Development. Retrieved Jan
8, 2017 from http://www.simplypsychology.org/Zone-of-Proximal-
Development.html