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Mar 12

Explain how children construct knowledge according to vygotsky?

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Mar 12
According to Vygotsky's sociocultural theory of development, children construct knowledge through social interactions and collaboration with more knowledgeable others, such as parents, teachers, and peers. Vygotsky believed that learning is a social process that occurs within the context of meaningful interactions with others.

Vygotsky proposed the concept of the zone of proximal development (ZPD), which is the difference between what a child can do independently and what they can do with the help of a more knowledgeable other. Through scaffolding, or providing support and guidance, the more knowledgeable other helps the child move from their current level of understanding to a higher level of knowledge and skill.

Children also construct knowledge through language and communication. Vygotsky emphasized the importance of language in cognitive development, as it allows children to internalize and externalize their thoughts, communicate with others, and make sense of their experiences. Through conversations, storytelling, and other forms of communication, children learn to think and reason in more complex ways.

Overall, Vygotsky believed that children construct knowledge through social interactions, collaboration with others, and the use of language and communication. By engaging in meaningful interactions with more knowledgeable others, children are able to build on their existing knowledge and skills, and develop a deeper understanding of the world around them.

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